READING AND WRITING SKILLS

2nd Sem Quarter 3 – MODULE 6

Properties of a Well-Written Text
Betsie Joy C. Ricarte

Learning Competency: Identifies properties of a well-written text

A. organization b. coherence and cohesion c. language use d. mechanics
Learning Objective: At the end of this lesson, you are expected to:
1. Distinguish the properties of a well- written text
2. Apply the learnings about the properties of a well- written text
Lesson Proper
For a text to be well-written, one must keep in mind these 4 properties.
I. Organization
II. Coherence and Cohesion
A. Arrangement of details according to:
1. Chronological Order
2. Spatial Order
3. Emphatic Order
B. Signal Devices
1. Transitions(a. Time, b. sequence, c. Sequence, d. contrast, e. Space, f.
Cause and Effect, g. illustration, h. Conclusion)
2. Repetitions 3. Synonyms 4. Pronouns
III. Language Use
IV. Mechanics
I. ORGANIZATION
It is said that ideas are well-developed when there is a clear statement of
purpose, position, facts, examples, specific details, definitions, explanation,
justifications or opposing viewpoints.
It is achieve when these ideas are logically and accurately arranged.
II. COHERENCE and COHESION
Coherence- this means that sentences are arranged in a logical manner,
making them easily understood by the reader.
Cohesion- connection of ideas at sentence level
Cohesion- the property of unity in a written text or a segment of spoken
discourse that stems from links among its surface elements, as when words
in one sentence are repeated in another, and especially from the fact that
some words or phrases depend for their interpretation upon material in
preceding or following text.
A. Arrangement of details according to…
1. Chronological Order- the details are arranged in the order in which they
happened.
2. Spatial Order- the sentences of the paragraph are arranged according to
geographical location, such as left-to-right, up-to-down, etc.
3. Emphatic Order- is when information found in a paragraph is arranged
to emphasize certain points depending on the writer’s purpose.
The coherence of the paragraph is established in one of two ways:
a.) from least to most important
 b.) from most important to least
B. Signal Devices- words that give readers an idea of how the points in
your paragraph are progressing.
1. Transitions- words that connect one idea to another, in order for our
ideas to flow smoothly.
a. Time- first, immediately, afterward, before, earlier, etc.
b. Sequence- moreover, furthermore, next, also, first, finally, etc.
c. Space- above, next to, below, behind, beside, etc.
d. Illustration- for instance, specifically, for example, namely, etc.
e. Comparison- similarly, also, in the same way, likewise, etc.
f. Contrast- but, despite, however, on the other hand, otherwise, etc.
g. Cause and Effect- because, as a result, consequently, so, etc.
h. Conclusion- thus, therefore, in conclusion, in short, etc.
2. Repetitions- (repetitions of main ideas keep continuity and highlight
important ideas). It could be a word, a phrase, or a full sentence, or a
poetical line repeated to emphasize its significance in the entire text.
Examples: a. if you think you can do it, you can do it.
b. The president said, “work, work, work,’ are the keys to
success.
3. Synonyms- these are words similar in meaning to important words or
phrases that prevent tedious repetitions.
4. Pronouns- words that connect readers to the original word that the
pronouns replace.
Example no. 1. Mary is a good dancer.
Mary dances every morning before taking a bath.
Mary usually performs at school too. (X)
Example no 2. Mary is a good dancer.
She dances every morning before taking a bath.
She usually performs at school too.
III. LANGUAGE USE
Appropriateness of word/vocabulary usage
Words and Phrases one must avoid to use in order to practice
appropriate language use:
1. Too informal 3. Too vague
2. Too unsophisticated 4. Other tips
Too informal
Taboo Example Alternative
America A researcher in A researcher in the United States of
America… America.
A lot of A lot of studies… (Many, several, great number of) studies.
Too unsophisticated
Taboo Example Alternative
bad A bad result A (poor/negative) result
get This model gets This model receives attention…
attention…
Too vague
Taboo Example Alternative
stuff People are concerned People are concerned about their
about their stuff (belongings, possessions)
thing The report presents many The report presents many
things (details/findings)
Other tips
Jargon- (i.e. “insider” terminology that may be difficult for readers
from other fields to understand)
Clichés- (are expressions that are heavily overused, such as think
outside of the box … but at the end of the day)
Everyday abbreviations- (i.e. photos, fridge, phone, info)
Slang- (i.e. cops, cool)
Not gender neutral – (i.e. firemen, mankind)
IV. MECHANICS
- Set of conventions on how to spell, abbreviate, punctuate and
capitalize
- Avoid contractions and exclamation points (unless part of a direct
quotation)
- Mention the full name before the abbreviation.
- Numbers from 0-10 must be spelled out.
Analysis:
Write T if the statement is TRUE. If the statement is FALSE, underline
the word or phrases that make the statement false and change it to
make it true.
1. Synonyms are words that connect readers to the original word that
the pronouns replace.
2. Signal Devices are words that give readers an idea of how the points
in your paragraph are progressing.
3. Cohesion is the property of unity in a written text or a segment of
spoken discourse that stems from links among its surface elements, as
when words in one sentence are repeated in another, and especially from
the fact that some words or phrases depend for their interpretation upon
material in preceding or following text.
4. Traffic signals words that give readers an idea of how the points in
your paragraph are progressing.
5. Cohesion means that sentences are arranged in a logical manner, making
them easily understood by the reader.
Application:
Write an example paragraph that shows the arrangement of details
according to. Choose only one.
A.) Chronological Order B.) Spatial Order C.) Emphatic Order
Evaluation: Direction: Write the letter of the correct answer on your
answer sheet.
1. The details are arranged in the order in which they happened.
 A. Chronological Order B. Emphatic Order
C. Spatial Order D. Transitions
2. The sentences are arranged according to geographical location.
A. Chronological Order C. Spatial Order
B. Emphatic Order D. Transitions
3. Words that give readers an idea of how the points in your paragraph are
processing.
A. Signal Devices B. Emphatic Order
C. Spatial Order D. Transitions
4. This refers to the appropriateness of word/ vocabulary usage.
A. Language Use B. Mechanic C. Cohesion D. Organizatio
5. This means that sentences are arranged in a logical manner, making
them easily understood by the reader.
A. Language Use B. Coherence C. Cohesion D. Organization
6. These are words similar in meaning to important words or phrases that
prevent tedious repetitions.
A. Synonyms B. Repetitions C. Pronouns D. Transitions
7. Repetitions of main ideas keep continuity and highlight important ideas.
It could be a word, a phrase, or a full sentence, or a poetical line repeated to
emphasize its significance in the entire text.
A. Synonyms B. Repetitions C. Pronouns D. Transitions
8. Words that connect readers to the original word that the pronouns
replace.
A. Synonyms B. Repetitions C. Pronouns D. Transitions
9. Words that connect one idea to another, in order for our ideas to flow
smoothly.
A. Synonyms B. Repetitions C. Pronouns D. Transition
10. This is when information found in a paragraph is arranged to
emphasize certain points depending on the writer’s purpose.
A. Chronological Order B. Emphatic Order C. Spatial Order D.
Transition
Reference:https://www.slideshare.net/mobile/KatrinaClaireLandich/properties-of-a-well-written-
text-88147656
 READING AND WRITING SKILLS
3rd QUATER- MODULE 7
TYPES OF CLAIMS
Marilou T. Recamara
LEARNING OBJECTIVE:
In this lesson, we're going to discuss the types of claims in a written
text. You are expected to;
A. Identify claims explicitly or implicitly made in a written text
LESSON PROPER
You have learned the "EXPLICIT AND IMPLICIT CLAIMS IN A TEXT"
text in the previous lesson. You were supposed to understand that being a
writer, you must have the first critical reading scheme.
Critical reading is necessary for judging the text's reliability through
the study of implicit and explicit information. This information may lead to
various claims, such as rooted in history or science (claims of fact). Some
claims demand action because certain policies' present conditions are no
longer effective (claims of the policy). Also, claims assert an idea's morality
based on certain standards or preferences (claims of value).
EXPLICIT INFORMATION is any idea that is stated or found in the text.
With explicit information, you see the text's clear or obvious meaning—no
need to explain.
If something is IMPLIED (or implicit), the text is being suggested through
the text's details, which serves as a clue to get the right meaning of the text.
The idea is not clear. It needs analysis or deep thinking; thus, one needs to
read between the lines.
TYPES OF CLAIMS

1. Claims of Fact. (existence of something/definition or classification/facts

-- inferences about past present or future)
Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive-Proof requires: Sufficient and appropriate grounds (1.
Reliable authority 2. Recent data 3. Accurate, typical data)
4. Clearly defined terms -no loaded language
5. A clear distinction between fact and inference.
2. Claims of Value (taste & morals / good-bad) [make value judgments/
resolve conflict between values/Quasi policy (rightness of it; relative merit)]
proof requires:
1. Establishing standards of evaluation (i.e. a warrant that defines what
constitutes instances of the relevant value)
2. Note the priority of the value in this instance.
3. Establish the advantage (practical or moral) of your standards.
 4. Use examples to clarify abstract values
5. Use credible authorities for support.
3. Claims of Policy (action / should or ought) - usually involves sub-claims
of fact and value proof requires:
1. Making proposed action clear
2. Need (justification)
3. plan, (must be workable)
4. Benefit (advantages)
5. Consider opposition / counter arguments
Claims of Fact:
➢ did it happen?
➢ Does it exist?
➢ is it true?
➢ is it a fact?
Example:
When you insist a paper was turned in on time even if the professor
cannot find it, or that you were not exceeding the speed limit when a police
officer claims that you were, you are making claims of fact.
Claims of Value:
➢ is it good or bad?
➢ How bad?
➢ How good?
➢ of what worth is it?
➢ is it moral or immoral?
➢ who thinks so?
➢ what do those people value?
➢ what values or criteria should I use to determine its goodness
or badness?
Example:
When you claim that sororities and fraternities are the best
extracurricular organizations for college students to join, you are making a
claim of value. Claims of value, as their name implies, aim at establishing
whether the item being discussed is either good or bad, valuable or not
valuable, desirable or not desirable.
Claims of Policy:
➢ What should we do about it?
➢ How should we act?
➢ What should our future policy be?
➢ How can we solve this problem?
➢ What concrete course of action should we pursue to solve the
problem?
Example:
When you claim that all new students should attend orientation or
that all students who graduate should participate in graduation
ceremonies, you are making claims of policy. A claim of policy often
describes a problem and then suggests ways to solve it.
What is a Claim?
A claim is an arguable statement – an idea that a speaker or writer expects
an audience to accept. A claim is an opinion, idea, or assertion. Here are
some examples: "I think we should protest the Anti-Terror Bill." "I believe
that the present administration has no concrete plans to fight COVID-19".
"We need Modernization." These three claims might all be valid, but it
should be supported with evidence to reach an audience's agreement.
The word claim comes from the Latin word clamare, which means "to cry
out, shout." Hence, with the definition of a claim, this can then be argued,
verified, or disproved. A claim deals with the searching for agreement from
the audience to agree with the statement or discourse. It also involves
anticipation from the audience's agreement and anxiousness that they
might disagree with. A claim must pose two sides of a coin. It is a question
of whether the audience will agree or not. Because a claim with a certain
answer, whether to agree or not to agree, is not a claim.
THREE (3) TYPES OF CLAIM IN A WRITTEN TEXT
THE CLAIM OF FACT.
A claim asserts some empirical truth. It is an assertion of:
• A condition that has existed exists or will exist.
• The truth of an assertion to be ascertained by an event. The speaker
will give information and offer an explanation that characterized the
events.
• An argument with strong evidence presented as a reason for the
arguer's belief in the claim.
EXAMPLES:
1. Action research is conducted to respond to the needs of the
students.
2. Illegal mining has already become an issue in the Philippines.
3. School is the most important part of education.
1. A CLAIM OF VALUE.
A claim asserts judgment. It is an assertion of:
• Look for keywords that are a matter of judgment rather than fact,
such as: good, well, kind, useful, desirable, etc.
• Authors offer reasons for their judgment, with the ultimate goal of
getting the reader's agreement with the reasons rather than comparing
to the fact that establishes assent to the claim.
• A claim is based on things we like or dislike. Hence, it deals with the
goal of what value us most.
• The authors' argument is based on judgment or value and does not
necessarily carry out facts. Disagreements overvalue importance for us
to determine how one presented his or her point over certain belief.
• An argument usually gets the other person's approval because the
claim's underlying value proves to be acceptable as a public good.
EXAMPLES:
 1. Living in a city is more productive than living in the countryside.
2. Saying "OPO" is the highest form of respect.
3. Staying with a family with limited resources is more valuable than
working abroad.
3. A CLAIM OF POLICY.
A claim asserts that an action should be taken.
• Be careful to call that some actions be taken.
• Take note of the keywords "should”, “ought," or "must. These words may
not be present all the time, but the author's purpose is usually to call for an
action to be taken if they are.
• The most difficult thing in an argument is to decide whether we should
take action or not in any of the claims. • An argument usually turns on
whether the reasons for taking action compensates for the possible costs of
taking action.
EXAMPLES:
1. Deforestation should be eradicated in the Philippines.
2. The government should pursue scholarship programs, especially to
those identified marginalized sectors affected by COVID-19.
3. Child Protection Policy should be implemented in the school system.
ANALYSIS
ACTIVITY 1
Directions: Read the statements below carefully and identify the types
of claims written in a text used. Write for Claim of Fact, for Claim of
Policy, for a claim of value in the space provided before the number.
__________________1. Basketball is more exciting than football.
__________________2. Mercury is the closest planet to earth.
__________________3. Law is a prestigious profession than Medicine.
__________________4. The Department of Health should impose mass testing
amid an increase of COVID-19 cases in the country.
__________________5. The School Principal should recommend for strict
policy on "NO ID, NO ENTRY".
ACTIVITY 2: Directions: Read the instruction below, then answer the
question that follows;
Jess was an officer in the military. Everyone admired him for his erect
posture. But, jess felt some discomfort in his back which made it difficult
for him to maintain his bearing. Seeing a doctor he was diagnosed to have
a pinched nerved or herniated disc. The doctor explained that there are
three treatments for his back: back surgery, chiropractic treatment or
exercise / postural / massage restraining.
Questions:
1. Give claims of fact?

2. Give claims of value?

3. Give claims of policy?

EVALUATION
Directions: Read each item carefully and answer the following questions.
ENCIRCLE the letter of the correct answer.
1. Living with parents after marriage is being practical.
a. Claim of Fact b. Claim of Value c. Claim of Policy d. Claim
2. Students should wear their identification card inside the school campus.
a. Claim of Fact b. Claim of Value c. Claim of Policy d. Argument
3. Advocates should heighten their call for gender equality in the workplace.
a. Claim b. Claim of Value c. Claim of Policy d. Claim of Fact
4. Good Moral and Right Conduct (GMRC) integration should be made of
the Curriculum.
a. Claim of Fact b. Claim of Value c. Claim of Policy d. Argument
5. It’s more fun in the Philippines
a. Claim of Fact b. Claim of Value c. Claim d. Claim of
Policy
6. The following are Policy claim, except.
a. There should be a recommendation to stop the opening of classes in
August.
b. mass Testing for COVID-19 should be implemented immediately.
c. We need to wear face mask all the time.
d. The City Councilors of Zamboanga must declare the City as COVID
free.
7. Which of the following statements is TRUE about Claim?
a. Is an opinion, idea, or assertion that need to be backed up with
evidence and reasoning.
b. It is not just something doing in a class but useful skill.
c. Certain that the audience will agree.
d. Does not attempt to search for an agreement
8. Which of the following types of claim Asserts matter of judgment than a
fact?
a. Claim b. Claim of Policy c. Claim of Fact d. Claim of Value
9. The School Principal of Baliwasan Senior High School-Stand Alone
asserts for an action to be taken on Child Protection Policy. What type of
claim is that?
a. Claim of Fact b. Claim of Value c. Claim of Policy d. Argument
10. A claim that asserts judgment for the good of many people.
a. Claim b. Claim of Policy c. Claim of Fact d. Claim of Value