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English: Transcoding Linear and Nonlinear Text
English: Transcoding Linear and Nonlinear Text
Department of Education
Regional Office IX, Zamboanga Peninsula
English
Quarter 2 - Module 8:
•
• What’s In
Directions: Group the following pictures according to their similarities. Draw a line to
connect the picture to its group labeled as Group A, for pictures that use texts that
need to be read from beginning to end and Group B, for pictures with texts that
do not need to be read from beginning to end.
A B
A B
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What’s New
Directions: Refer to the previous activity. Write your answers in the table below.
A B
What is it
❑ What is a Linear text and a Non-linear text? How do they differ?
Linear Text Non-linear Text
Refers to traditional texts that Refers to texts that do not
Definition need to be read from need to be read from
beginning to the end beginning to the end
There is only one reading There are multiple reading
Reading Path path, which is decided by the paths. They are determined by
author. the reader.
Typically includes printed
Content Typically includes digital texts.
texts.
It may take time to find the
Allows readers to find more
Efficiency information readers are
information efficiently.
searching for.
• Novels • Tables
• Poems • Pie charts
• Letters • Flow charts
Examples • Textbooks • Pictures
• News Reports • Diagrams
• Essays • Character Maps
• Sequence Charts
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❑ Some examples of Linear Text
1. Essay
An essay is a “short formal piece of writing dealing with a single subject.
2. Letter
A letter is a written, typed, or printed communication, especially one sent in an
envelope by mail or messenger.
3. Poem
A poem is a piece of writing that partakes of the nature of both speech and song that
is nearly always rhythmical, usually metaphorical. It often exhibits such formal elements as
meter, rhyme, and stanza structure.
1. Sequence Chart
A graphic sequence organizer is a tool that helps visualize the order of steps
of a process or a timeline of events, etc. It can also be used for note-taking, lesson
planning, and essay writing.
How to use it
Step 1: Identify the steps in the process or event.
Step 2: Using a sequence chart, arrange these steps in sequential order.
2. Venn diagram
A Venn diagram is used to show comparison.
How to use it
Step 1: Write down the topics being compared on the top of each circle.
Step 2: Write down the differences or unique characteristics inside its own sector,
avoiding the overlapping area.
Step 3: List the similarities in the common area.
A B
3. Character Map
A character map is a graphic organizer that illustrates the personality elements,
flaws, relationships, and the ultimate journey of a fictional character.
How to use it
Step 1. Draw boxes or circles to represent the character’s state at the beginning of the
story, the important plot points that cause him to change, and who he ends up being
at the end.
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Step 2. Connect the boxes to make a flow chart.
Step 3. Using the literary text or your story draft, write specific quotations from the text
that illustrate that character’s journey of change.
What’s More
Activity 1: CLEAR THE DOUBT
Directions: Choose the letter of the word that is close to the meaning of the
underlined word. Encircle the letter of the correct answer.
2. The nipa houses standing in Rizal’s Talisay estate are only replicas.
a. Clear pictures c. original models
b. fancy imitations d. exact copies
3. Rizal’s students built a dike to direct the rainwater away from the house.
a. A well in which water can be collected
b. A platform for diving into a pool
c. A barrier for preventing flood
d. A bridge connecting land to water
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Activity 2: READ AND COMPREHEND
Directions: Read the excerpt of the essay, Rizal, the Teacher, and His Students.
Then, do the activities that follow.
My good friend Horacio Cabilin has retired as curator of the Rizal Shrine, but
he took time out as member of the Dapitan Sangguniang Bayan to show me around.
Although Cabilin has gone up to the world, he still remains an interest in Rizal and
finds time to answer impertinent questions on Rizal from tourists like me. Since all
the nipa houses standing on Rizal’s estate in Talisay are mere replicas, I insisted on
seeing whatever was original in the famous Talisay estate.
Cabilin brought me to a small dam behind the Rizal house that was described
in a letter to Blumentritt in January 1895:
We are now going to build a water tank on my land. I have 14 boys whom I
teach languages, mathematics, and how to work. Since we have no work, I have
decided to construct a dike of stone brick and mortar so that they may learn.
By March of the same year he informed Blumentritt of his progress.
I am constructing a dike in order to have a water depository for the dry season.
The water is now more than three meters deep; the wall has a base two meters
wide. It is also made of live rocks, sand, lime, and cement, and constructed by boys
13 to 14 years of age under the direction of one 30 years. They did it as play.
In the same letter that talks about the dam behind the house Rizal told Blumentritt:
I have now 16 boys studying with me, paying me with their labor. They all belong
to the best families in the town and one can see their eagerness to learn even if they
have to work for me in order to study. I would ask them for money, I am sure they
would pay with pleasure and more would come. Ah, what a lack there is of good
school with good teachers who teach so that the children may learn and not that
they may waste their time as generally happens.
Apart from both Spanish and French, they were given lessons in algebra,
geometry, and arithmetic. They had swimming, gymnastics, and other sports. They
had time for work: cleaning the estate, harvesting fruits, or helping in Rizal’s clinic.
Rizal’s “Himno al Trabajo” or “Hymn to Labor” was even sung at work to the tune of
“Sampaguitas.” Rizal was basically a teacher at heart, and I would say that boys
who lived in Talisay estate as internos or boarders had a holistic education.
Directions: After reading the excerpt, analyze the following questions then write the
correct answer on the blank.
1. Who is Horacio Cabilin?
___________________________________________________________
2. How many students did Rizal have? How did the students pay him?
___________________________________________________________
3. By building a dike, what did Rizal teach his students?
___________________________________________________________
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Activity 3: HOW GOOD AM I?
Directions: Write the qualities of Rizal by completing the character map. On each
line, write one of his qualities by choosing a word from the box.
Rizal as
a
teacher
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Activity 5: COMPARE AND CONTRAST
Directions: Fill in the Venn Diagram with correct details based on the essay, “Rizal,
the Teacher, and his Students”.
What I Can Do
❑ WRITE IT UP
Directions: Take a closer look at the Venn Diagram, showing a comparison between
FLU and COVID-19. Write a paragraph based on the given details.
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Symptoms:
Begin in 1-4 days after Transmitted Symptoms:
exposure by respiratory Begin in 1-14 days after
Cause: droplets from exposure
Influenza virus (there are an infected Cause:
many strains) person Sars-CoV-2-virus
Complications: Complications:
Less likely to occur because Cause fever, Respiratory complications
of immunity built up over cough, and Prevention:
time fatigue Self-isolation
Prevention:
Flu Shot
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Assessment
Test I. Directions: Read each item carefully. Choose the letter of the best answer and
write it on the blank before the number.
_______ 1. What is a linear text?
A. It is a traditional text that needs to be read from the beginning to the
end.
B. It presents graphs and maps.
C. It contains information that is found in a graphic organizer.
D. It includes digital texts.
_______2. What is a nonlinear text?
A. It includes printed texts.
B. It is a traditional text that needs to be read from the beginning to the
end.
C. It is lengthy.
D. It refers to texts that do not need to be read from the beginning to the
end.
_______3. Which is an example of a linear text?
A. charts B. maps C. essay D. tables
_______4. Which is an example of a nonlinear text?
A. flow charts B. novels C. narratives D. short stories
_______5. Why do the readers find the nonlinear text more efficient?
A. It does not take time for the readers to search for information.
B. It is like a picture. The readers will enjoy looking at it.
C. It will help the readers think wisely.
D. It does not distract the reader’s attention.
Test II. Directions: Read the procedure of cooking scrambled eggs in the box. Then,
fill in the sequence chart with the correct step or sequence, as mentioned in the
procedure.
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Pour in egg 4. 5. Slice and
mixture. make four
servings.
.
3. 2. 1. Get the
ingredients
ready.
References
Arsenault, Anisa. “Coronavirus (Covid-19) and the Flu: Similarities and Differences”,
https://bit.ly/2IfSvEN
Athuraliya, Amanda. Types of Graphic Organizers, July 21, 2020. https://bit.ly/32oqkuC
Bacugan, Melba; Nicor, Riza. Workbook on English Grade 6, p46.
Difficult editor-flowchart by Triddle at English Wikipedia via Commons Wikimedia
Hasa. “Difference Between Linear and Nonlinear Text”. Differencebetween.com, June 18,
2018. https://bit.ly/32lIxca
Ignacio-Paez, D. & Coronel, R. Linking the World through English I, pp. 51-58.
Mongiovi, Laura. Visual Culture Art 218. September 2018. https://bit.ly/2TZex1s
Morgan, Kori. How to Create a Character Map. Penandthepad.com/develop-story-ideas.html
Pixabay (2017). Retrieved from https://bit.ly/2U2aKQX. Accessed 6 Nov. 2020.
Pixabay (2017). Retrieved from https://bit.ly/3eE32G3. Accessed 6 Nov. 2020
Development Team
Raymond M. Salvador
OIC-Assistant SDS
My Final Farewell
Jeanelyn A. Aleman, CESE
OIC-Schools Division Superintendent
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And when the dark night wraps the graveyard
Farewell, dear Fatherland, clime of the sun around With only the dead in their vigil to see
caress'd Pearl of the Orient seas, our Eden lost!, Break not my repose or the mystery profound
Gladly now I go to give thee this faded life's And perchance thou mayst hear a sad hymn
best, And were it brighter, fresher, or more blest resound 'T is I, O my country, raising a song unto
Still would I give it thee, nor count the cost. thee.
On the field of battle, 'mid the frenzy of fight, And even my grave is remembered no
Others have given their lives, without doubt or heed; more Unmark'd by never a cross nor a
The place matters not-cypress or laurel or lily white, stone
Scaffold or open plain, combat or martyrdom's Let the plow sweep through it, the spade turn it
plight, T is ever the same, to serve our home and o'er That my ashes may carpet earthly floor,
country's need. Before into nothingness at last they are blown.
I die just when I see the dawn break, Then will oblivion bring to me no
Through the gloom of night, to herald the day; care As over thy vales and plains I
And if color is lacking my blood thou shalt sweep;
take, Pour'd out at need for thy dear sake Throbbing and cleansed in thy space and air
To dye with its crimson the waking ray. With color and light, with song and lament I
fare, Ever repeating the faith that I keep.
My dreams, when life first opened to me,
My dreams, when the hopes of youth beat high, My Fatherland ador'd, that sadness to my
Were to see thy lov'd face, O gem of the Orient sorrow lends
sea From gloom and grief, from care and sorrow Beloved Filipinas, hear now my last good-by!
free; No blush on thy brow, no tear in thine eye. I give thee all: parents and kindred and friends
For I go where no slave before the oppressor
Dream of my life, my living and burning desire, bends, Where faith can never kill, and God reigns
All hail ! cries the soul that is now to take flight; e'er on high!
All hail ! And sweet it is for thee to expire ;
To die for thy sake, that thou mayst aspire; Farewell to you all, from my soul torn away,
And sleep in thy bosom eternity's long night. Friends of my childhood in the home
dispossessed ! Give thanks that I rest from the
If over my grave some day thou seest wearisome day !
grow, In the grassy sod, a humble flower, Farewell to thee, too, sweet friend that lightened
Draw it to thy lips and kiss my soul so, my way;
While I may feel on my brow in the cold tomb Beloved creatures all, farewell! In death there is
below The touch of thy tenderness, thy breath's rest!
warm power.
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