Readingandwriting11 q3 Mod1 Readingandthinkingstrategiesacrosstexttypes v4

Senior High School
Reading and Writing Skills

Quarter 3 - Module 1
Reading & Thinking Strategies across
Text Types
Department of Education • Republic of the Philippines

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Reading and Writing - Senior High School
Alternative Delivery Mode 2020
Quarter 1 – Module 1: Reading and Thinking Strategies across Text Types
First Edition, 2020
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Published by the Department of Education

Secretary: Leonor Magtolis- Briones
Undersecretary:
Assistant Secretary:
Development Team of the Module
Author’s Name: MILGER A. BAANG
Reviewers: JOSEPHINE D. LADERES & SHEILLA B. DIANGO
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Senior High School

Quarter 3 - Module 1:
Reading & Thinking Strategies
across Text Types
This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges,
and/or universities. We encourage teachers and other education
stakeholders to email their feedback, comments, and
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action@deped.gov.ph.
Department of Education • Republic of the Philippines
FAIR USE AND CONTENT DISCLAIMER: This SLM (Self Learning Module) is for
educational purposes only. Borrowed materials (i.e., songs, stories, poems, pictures,
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ownership over them. Sincerest appreciation to those who have made significant
contributions to these modules.
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TABLE OF CONTENTS
Cover Page 1
Copyright Page 2
Title Page 3
Table of Contents 4
Module Overview 6
Competency 1 7
What’s New 8
What I Need to Know 8
What I Know 9
What’s New Lesson 1.1 Writing Paragraphs 10
What Is It? Activity 1 12
What’s New Lesson 1.2 Narration 13
What’s New Lesson 1.3 Description 15
What’s New Lesson 1.4 Definition 18
What’s New Lesson 1.5 Classification 20
What’s New Lesson 1.6 Comparison & Contrast 22
What’s New Lesson 1.7 Cause & Effect 24
What’s New Lesson 1.8 Problem-Solution 27
What’s New Lesson 1.9 Persuasion 29
What I Have Learned 31
Assessment 31
Key to Answers 32
References 33
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Competency 2 35
What’s New Lesson 2 Properties of a Well-Written Text 36
What I Need to Know 36
What I Know 37
What’s New Lesson 2.1 Organization, Coherence & Cohesion 38
What’s New Lesson 2.2 Language Use & Mechanics 45
Assessment 51
Key to Answers 52
References 54
Writer’s Profile 55
Back Outside Cover 56
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OVERVIEW
Hi there! I see that you have opened the first few pages of this module. That’s
great! This module is made especially for Grade 11 Senior High School students like
you, who aim to improve one’s reading and writing skills. There will be two other
modules for you to complete for this subject, and all of these modules are filled with
important lessons and challenging but fun activities.
This module is all about Reading and Thinking Strategies across Text
Types. As a student, you will be asked to read and write different types of academic
texts—and you need to work hard and work smart to succeed in the tasks given to
you. This module will teach you the different strategies and techniques in reading and
writing to help you with your tasks.
There are two parts of this module, one for every competency outlined by the
Department of Education for you to master:
 Compare and contrast patterns of written texts across disciplines; and
 Evaluate a written text based on its properties (organization, coherence and
cohesion, language use and mechanics.
With that being said, I wish you all the best and take this opportunity to learn more
and BE MORE.
Your Teacher
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Senior High School

Reading & Thinking Strategies across Text Types
Learning Competency 1: Compare and contrast patterns of written texts

across disciplines.
a) Paragraph Development - EN11/12RWS-IIIbf-3
b) Narration - EN11/12RWS-IIIbf-3.1
c) Description - EN11/12RWS-IIIbf-3.2
d) Definition - EN11/12RWS-IIIbf-3.3
e) Classification - EN11/12RWS-IIIbf-3.4
f) Comparison & Contrast - EN11/12RWS-IIIbf-3.5
g) Cause & Effect - EN11/12RWS-IIIbf-3.6
h) Problem-Solution - EN11/12RWS-IIIbf-3.7
i) Persuasion - EN11/12RWS-IIIbf-3.8
Semester: 2nd Semester

Quarter: 3rd Quarter
Number of Hours: 16 Hours
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Lesson Reading & Thinking Strategies:
Paragraph Development
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What’s New
This part of the module discusses about paragraph writing. It includes the
various techniques or patterns in developing a paragraph. It also explains the elements
involved in paragraph writing. Each method or pattern is followed by writing activities
to test your ability and theoretical knowledge in writing unified, coherent and emphatic
paragraphs.
What I Need to Know
By the end of this lesson, you are expected to:

1. Compare and contrast patterns of written texts across disciplines:
a) Narration
b) Description & Definition
c) Classification
d) Comparison & Contrast
e) Cause and Effect
f) Problem-Solution
g) Persuasion
To achieve the objectives of this module, 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.
REMINDER: DO NOT WRITE ANYTHING ON THIS MODULE. USE A

SEPARATE NOTEBOOK WHERE YOU CAN WRITE YOUR ANSWERS FOR
THIS MODULE
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What I Know
Before heading on to our lesson, let us first check what you already know.
Read the statements carefully, and determine what is being referred to, then
write your answers in your notebook.
___________1. It is a method of writing a paragraph by drawing pictures with words.

___________2. This method of paragraph development involves similarities and
differences between two things.
___________3. This gives a written account of an event or story.
___________4. This is a collection of related sentences with one central idea.
___________5. This pattern of development classifies or divides people, places,
things or ideas into categories.
Great job! Later we will see if your answers are correct by reading the
rest of this module… but before that….
Can you define what a paragraph is? Try copying and filling up this graphic organizer
on your notebook, with your ideas of what a paragraph is.
PARAGRAPH
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1.1 Writing Paragraphs
What’s New
 The word paragraph is associated with two Greek words: para which means
“beyond” or “beside” and graphein which means “to write”.
 A paragraph is a collection of related sentences with one central idea. Each
sentence shows connection to other sentences in the paragraph.
 A paragraph is an independent unit or a related unit. As an independent unit,
it is complete in itself. As a related unit, it is a part of a composition that is
combined with other paragraphs to make a larger composition.
 Whether a paragraph is an independent unit or a related unit, it has its
beginning, middle and end.
DEVELOPING EFFECTIVE PARAGRAPHS
One of the most important elements in writing is the form or structure. It is worth
noting that without a solid structure in place, the content you have gathered would fall
apart. After constructing an outline and writing your first draft, it is time to get on to
paragraph writing.
An effective paragraph shows the unity of the sentences used in developing the
main idea. A paragraph is made up of the topic sentence which contains the main
idea, the supporting details and the conclusion or the clinching sentence at the
end.
 Topic sentence – reveals the main or central idea of the paragraph. It does not
necessarily have to be placed at the beginning of the paragraph. It may be
found in the middle of the first and the last sentence or at the end. If it is found
at the end of the paragraph, it may be used as a clinching or concluding
sentence.
 Supporting details – give the paragraph life as it elaborates on the scope given
by the topic sentence.
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 Clinching sentence – closes your paragraph. According to Dagdag (2010), this
“may be a restatement of the topic sentence, a summary, or a conclusion based
on the supporting details.”
Let’s take a look at this paragraph. Can you identify where the topic sentence,
supporting sentences and clinching sentence are?
Trees give us many things. They shade us on hot days. Their wood helps
to build our homes. Their leaves give oxygen to the air to help us breathe. They
are beautiful to look at, too. Indeed, trees provide us a lot of things.
That’s right! The topic sentence is: Trees give us many things. (This sentence tells
the reader what the paragraph is going to be about).
The supporting sentences are: They shade us on hot days. Their wood helps to
build our homes. Their leaves give oxygen to the air to help us breathe. They are
beautiful to look at, too. (These sentences elaborates on the scope given by the topic
sentence).
While the clinching sentence is: Indeed, trees provide us a lot of things. (This
sentence serves to close the paragraph as it restates the idea of the topic sentence.
Supporting
Topic Sentence Sentences
Trees give us many things. They shade us on hot days. Their wood helps
to build our homes. Their leaves give oxygen to the air to help us breathe. They are
beautiful to look at, too. Indeed, trees provide us a lot of things.
Clinching Sentence
Let us now identify the parts of the paragraph in our next activity. Get your
notebooks and your pens ready and proceed to the next page.
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What is it?
Activity 1: Read each of the following paragraphs. Identify the topic sentence in
every paragraph and write them in your notebook.
1. Oceans and lakes have much in common, but they are also quite different. Both
are bodies of water, but oceans are very large bodies of salt water, while lakes are
much smaller bodies of fresh water. Lakes are usually surrounded by land, while
oceans are what surround continents. Both have plants and animals living in them.
The ocean is home to the largest animals on the planet, whereas lakes support
much smaller forms of life. When it is time for a vacation, both will make a great
place to visit and enjoy. I want to swim in the lake.
Topic Sentence:
________________________________________________________________
2. Sunset is the time of day when our sky meets the outer space solar winds. There
are blue, pink, and purple swirls, spinning and twisting, like clouds of balloons
caught in a blender. Sunset is the opposite of sunrise. The sun moves slowly to
hide behind the line of horizon, while the moon races to take its place in
prominence atop the night sky. People slow to a crawl, entranced, fully forgetting
the deeds that still must be done. There is a coolness, a calmness, when the sun
does set.
Topic Sentence:
________________________________________________________________
3. Here is the perfect system for cleaning your room. First, move all of the items that
do not have a proper place to the center of the room. Get rid of at least five things
that you have not used within the last year. Take out all of the trash, and place all
of the dirty dishes in the kitchen sink. Now find a location for each of the items you
had placed in the center of the room. 5s is a Japanese cleaning system. For any
remaining items, see if you can squeeze them in under your bed or stuff them into
the back of your closet. See, that was easy!
Topic Sentence:
________________________________________________________________
Great job answering those items!

Moving on, there are several methods or techniques in paragraph
development. You will be exploring them in the next lessons. Are you
ready?
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1.2 Narration
What’s New
 Narration, from the root word narrates, originated from the Latin word
narrare— which means related or told.
 It gives a written account of an event or story, or simply, storytelling. The
sequence of events is told in chronological order.
 It usually contains the following: the who, what and when.
 A narrative must have “vivid description of details, a consistent point of view
and verb tense, and a well-defined point or significance.” (Tiongson, 2016).
 At the end of writing it, it must send a clear message to its readers through
the story.
A narrative paragraph simply tells what happened and establishes facts. It is

sharing of personal experiences that offer lessons and insights. It is more than just
a chronological sequence of events that happen to the different characters. It
also contains elements of drama and tension.
Narration is the most common type of paragraph development. It has the
following elements:
1. Setting. It is the time and location in which a story takes place.
2. Characters. The life-giving element of the story.
3. Plot. It is the logical series of events in the story.
The five essential parts of the plot are:
a. Exposition. It is the part of the story where the characters and
the setting are revealed.
b. Rising Action. It is where the events in the story become
complicated and the conflict in the story is exposed.
c. Climax. This is the highest point of interest and the turning point
of the story.
d. Falling Action. The events and complications begin to resolve
themselves.
e. Denouement. The final resolution of the plot in the story.
4. Theme. It is the central message that the author is trying to express.
5. Point of View. It is the perspective of the writer in narrating the story.
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a. First person point of view. The story is told by the protagonist
or one of the characters using pronouns I, me, we.
b. Second person point of view. The author tells the story in
second point of view using the pronouns you, yours, and your.
c. Third person point of view. The narrator is not part of the story
but describes the events that happen. The writer uses the
pronouns he, she, him, and her.
What is it?
Activity 2: Read the story “Not Necessary News From The Beat” and answer
the comprehension questions that follow.
Palace liaison in Congress Jesus Ayala has an incident to share with

friends, after meeting a world-renowned missionary, Mother Teresa of Calcutta,
India last week. When Mother Teresa , dubbed a “ living saint “ in religious circles,
paid a courtesy call on President Aquino at the Malacanang Premier Guest
House Thursday afternoon last week, Chito was one among the palace staff
members who eagerly lived up to have a glimpsed of the 79-year-old nun. It
was a blessing that Chito even had the chance to kiss Mother Teresa’s hands.
And, on bended knees, Chito publicly confessed. “Bless me, Mother Teresa for I
have many sins, “ he whispered to her. (Reprinted from: Philippine Daily Inquirer
“Not Necessary from the Beat”).
COMPREHENSION QUESTIONS
1. Who is the main character of the story?
a. Jesus Ayala c. President Aquino
b. Mother Teresa d. Palace Staff
2. Where is the setting of the narrated story?
a. Malacanang Guest House c. Office
b. Garden d. Sala
3. Who is the world –renowned missionary?
a. Chito Ayala c. Sta. Rita
b. Mother Teresa d. Pres. Aquino
4. Where is the setting of the narrated story?
a. Spain c. Philippines
b. Calcuta, India d. Malaysia
5. Who is the president mentioned in the story?
a. Pres. Estrada c. Pres. Aquino
b. Pres. Macapagal d. Pres. Duterte
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1.3 Description
What’s New
 Description gives information of what a person, an object, a place or a

situation is like.
 It appeals to the reader’s senses.
 A descriptive paragraph has concrete and specific details, which are
carefully chosen by a writer to paint a picture in the mind of the reader.
Descriptive writing emphasizes a reader’s ability to paint vivid pictures using
words on a reader’s mind. This relies on the writer’s ability to appeal to his/her five
senses: the sight, smell, touch, taste, and hearing.
To rouse feelings, emotions and reactions from the readers is what descriptive
paragraphs aim for. Simple adjectives will not simply cut it for readers desiring for
appropriate description of an event, thing, place or person.
According to Dagdag (2010), there are two types of description: objective and
subjective. Objective description is a factual description of the topic at hand. This
relies its information on physical aspects and appeals to those who crave for facts.
Meanwhile, subjective description allows the writer to explore ways to describe an
emotion, an event, a thing, a place or person, appealing to emotions. Often, this is an
artistic way of describing things, mostly from the eye and perspective of the writer.
Let’s take a look at this example descriptive paragraph:
The kitchen table is rectangular, seventy-two inches long and thirty inches wide.
Made of a two-inch-thick piece of oak. Its top is covered with a waxy oil cloth patterned
in dark red and blue squares against a white background. In the right corner, close to
the wall, a square blue ceramic tile serves as the protective base for a brown
earthenware teapot. A single white placemat has been set to the left of the tile, with a
knife and fork on either side of a white dinner plate, around nine inches in diameter.
On the plate are two thick pieces of meat.
(http://www2.hawaii.edu/davink/narrative/narr1.4.html).
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The descriptive paragraph on the previous page is an example of an objective
description. It is primarily factual, omitting any attention to the writer, especially with
regards to the writer’s feelings. Imagine that a robotic camera is observing the subject;
such a camera has absolutely no attachment or reaction to what is being observed.
That is objective description.
Let’s compare this other paragraph to what you have just read earlier:
Our lives at home converged around the pleasantly-shaped kitchen table. It was
the magnet that drew our family together quite warmly. Cut from the sturdiest oak, the
table was tough, smooth, and long enough for my mother, my sisters, and me to work
or play on at the same time. Our favorite light blue ceramic tile, stationed in the right
corner, was the table’s sole defense against the ravages of everything from a steaming
teapot to the latest red-hot gadget from the magazine. More often than not, however,
the heat would spread quickly beyond the small tile and onto the checkered oilcloth,
which just as quickly exuded a rank and sour odor. Yet no matter how intensely the
four of us competed for elbow room at the table, none dared venture near the lone
dinner place arranged securely to the left of the tile. There was no telling when Father
would get home from work, but, when he did, he expected the food to be ready—
steaming hot. He liked to eat right away—steak mostly—two bloody but thick pieces.
The descriptive paragraph above is an example of subjective description.

Subjective description includes attention to both the subject described and the writer’s
reactions to that subject.
But you should always remember that in both types of description, the author
appeals to the reader’s five senses.
Here is a word bank of sensory words to refer to when you want to add
descriptive details to your paragraphs:
SIGHT SOUND SMELL TOUCH TASTE

Sparkling Yelp Musty Sticky Spicy
Gloomy Shriek Rotten Grainy Sweet
Glossy Whisper Fragrant Smooth Sour
Bright Hiss Fresh Satiny Bitter
Dazzling Screech Pungent Pointy Bland
Cloudy Chortle Fruity Clammy Creamy
Blurred Sneeze Stinky Furry Delectable
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What is it?
Activity 3: Try these writing activities. Write your answers in your notebook. Use
your imagination!
A. Imagine yourself somewhere in the forest. You cannot find your way to get back
home. Write a short paragraph describing your sensations. You may use the word
bank list to help you express your sensations.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
B. Then imagine yourself still in the forest. You continue walking and you get lost along
the way and you really don’t know where to go. You get tired, so you sit under a tree.
Suddenly, a lady appears in front of you! How would you describe the lady so that
others could imagine her?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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1.4 Definition
What’s New
 Definition explains a concept, term or subject. Its main purpose is to tell

what something is.
 It consists of three parts: (1) the term, concept or subject to be defined; (2)
the general class to which it belongs; and (3) the characteristics that
differentiate it from the other members of its class.
 A definition explains what a term means. When you want your readers
to know exactly how you are using a certain term or an unfamiliar
concept , you use definition.
It appealsistothe
Definition the reader’s senses. of any dictionary. In developing a
main constituent
paragraph by definition, you should take account of these things:
a) the term to be defined
 A descriptive paragraph has concrete and specific details, which are
b) the class to which the term belongs
carefully chosen by a writer to paint a picture in the mind of the reader.
c) the characteristics that distinguish the term from the other
members of its class.
Take a look at this example of a definition:
An owl is a bird with a large head, strong talons and has a nocturnal
habit.
Owl – is the term to defined
Bird – is the class where the owl belongs
with a large head, strong talons and has a nocturnal habit – are the
characteristics that distinguish the owl from the other birds.
Here are other examples of definitions:
 Water (term) is a liquid (class) made up of molecules of hydrogen and
oxygen in the ratio of 2 to 1 (differentiating characteristics).
 Astronomy (term) is a branch of scientific study (class) primarily
concerned with celestial objects inside and outside the earth’s
atmosphere (differentiating characteristics).
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The following are the different types of definitions:
1. Formal Definition. The definitions provided in dictionaries.
2. Informal Definitions. The four common informal definitions are operational
definitions, synonyms, denotations and connotations.
a. Operational Definitions gives the meaning of an abstract word for one
particular time and place.
b. Synonyms or words that mean the same as another word.
c. Denotation is the exact meaning of the word
d. Connotation is an idea or meaning suggested by or associated with
a word or things.
3. Definition Paragraph. It is a definition sentence which is extended into a
paragraph by adding meanings, descriptions, narrations , and other kinds
of paragraph development to make clear the term being defined.
Take a look at this example of a definition paragraph:
A racist is not someone who accepts another person for who they are, but rather
judges them based on their appearance or their skin color. The vast diversity of society
makes it nearly impossible to eliminate all racial tension. A racist usually has no other
reason to hate somebody expect for the fact that the other person may look different
or have a different skin color than them. In the long run, racists are only hurting
themselves because they are limiting their knowledge of different cultures and people
and they are not broadening their horizons. Racists are extremely close-minded
individuals and they strictly adhere to their own set of morals without any regard for
other people’s belief systems. (Mike Sullivan, 2005).
What is it?
Activity 4: Try to develop a paragraph by using the definition method. Choose

your topic from the words listed below. Define the term and expand it by
description or giving examples. Write your paragraph in your notebook.
1. Education
2. Senior High School
3. Family
4. COVID-19
5. Student
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1.5 Classification
What’s New
 Classification paragraphs group items into categories, to establish a clear

distinction.
 If the topic encompasses a large body of information, one effective way of
elaborating it is through classifying things of distinct features into
groups/classes.
 Classification groups items into categories to establish a clear distinction
between related or similar ideas. Similar items are grouped into categories
for the readers to better understand and analyze the material at hand.
In a classification paragraph you tell readers how a collection of items

can be sorted into categories. It is an activity of sorting items (people, things ,
ideas ) into categories.
1. Terms that signal classification

aspects kinds qualities traits
areas levels systems types
2. Transitional Expressions
can be divided can be categorized

can be classified the first type
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What is it?
Activity 5: Read the paragraph below and answer the questions that follow in
your notebook.
Types of Friends
Friends can be classified according to their honesty, loyalty, the type that
fits you into their schedule, or the type that finds time for you when they need
something. An honest friend tells you the truth even if it’s not always what you
want to hear. In the long run, that honest friend may have saved you from
embarrassment or possibly rejection. They give you constructive criticisms overall.
The loyal friend is the type of friend that will be there for you through the
thick and thin. They don’t care how good or bad you may look one day; they
are sensitive to your feelings, they respect you and the other people in your
life, and most of all they will never let you down when times are hard. They
may be what you call a best friend. The third group, the person that fits you
into their schedule, is the type of person that is always on the go. They barely
have time for themselves let alone another person. More than likely they will
not be there for you when you need them the most, because they are so
wrapped up in their busy, hectic life. Then you have the self-absorbent type of
friend that finds time for you only when they need something. This type of
person isn’t what you would call a friend. This person may always be extremely
nice to you because they know that if they are nice to you then they will more
than likely get what they want. They will call you every once in a while when it
is almost time for them to use that person again. It may be for a ride to work,
home or they just want somebody to hangout with because they have no other
friends. If the person that is being used is smart they will eventually realize
that they are getting used and will stop being there for that person. (Amy Neil,
2005)
Comprehension Questions
1. What are the types of friends?
2. What is the basis used by the author to classify friends?
3. How does the author develop the classification essay?
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1.6 Comparison & Contrast
What’s New
 A comparison tells how two things are similar. A contrast tells how they are
different.
 A paragraph developed by comparison and contrast has a unifying idea or
purpose of attempting to weigh decisions between two ideas or subjects.
 A comparison and contrast paragraph must be balanced in such a way that
there is an equal amount of information for each subject to avoid bias.
There are two ways in writing a comparison and contrast paragraph.

1. Subject – by – Subject Method. You present all of the facts and
supporting details about one topic , and then you give all the facts and
supporting details about the other topic.
2. Point – by – Point Arrangement. You discuss each point for both subjects
before giving on the next point.
Here is an example of a comparison and contrast paragraph:
Basketball and soccer are sports with many similarities and differences. Both
sports are fun to play and each one has many beneficial qualities. They both provide
a lot of cardio-vascular exercises such as running; so if you want to be fit these are
the sports to play. Even though basketball and soccer are quite similar, differences do
exist between them. Though an athlete dribbles the ball in both sports, a basketball
player uses his hands and a soccer player uses his feet. Basketball is played with 5
players and soccer has 11 players.
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What is it?
Activity 6: Write sentences comparing and contrasting the given pictures below.
Write your answers in your notebook.
1. Classroom Laboratory
(sign & symbol by www.freepik.com)
Similarities: ____________________________________________________
Differences: ____________________________________________________
2. Computer Calculator
(sign& symbol by www.freepik.com)
Similarities: ____________________________________________________
Differences: ____________________________________________________
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1.7 Cause and Effect
What’s New
 A cause is what makes a particular thing happen.

 An effect is what results from a particular situation, activity, or behavior.
 A paragraph developed by causal analysis must not only raise the question
why, but also give answers to the satisfaction of the reader.
Cause and Effect paragraphs are written for the following purposes:
 to discuss why a certain phenomenon occurs
 to discuss the results of a phenomenon, event, feeling or action
 to understand a situation
 to solve a problem
 to predict an outcome
 to entertain
 to persuade
Some of the signal words used in this type of paragraph are the following:
 For
 Because
 Since
 Due to
 So
 But
 For this reason
 As a result
 Consequently
 Otherwise
 Therefore
 Thu
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What is it?
Activity 7: Read the passage below and answer the questions that follow. Write
your answers in your notebook.
The Influence of Video Games to Children

Video games have been a part of children’s life for the past few decades. It all
started when Atari came up with its first gaming consul, which included a very simple
game of tennis. The controller had just 1 stick and 1 button to play with. Now, we have
many different types of consuls available in the market with very complex games that
require controllers with two or more sticks and a variety of buttons. Video games are
almost second nature to the modern children and they are more comfortable playing
them. Playing video games can have many different effects (both positive as well as
negative) on children. Some of this effects include increasing hand-eye coordination
and increasing dexterity mental skills; a decreased interest in other interests such as
studies and sports; and a very negative effect of inducing violence.
One of the most positive effects of video games is increasing the dexterity of a
child and improving his or her hand-eye coordination. As mentioned earlier, the new
video games that are coming out are extremely complex and they involve the
movement of many different kinds of sticks and buttons on the controllers. These can
be very good for children as they learn to make the fast connections between what
they see and what their hands and fingers are doing. This allows them to think quickly
and improves their reflexes. The newest games are very precision-based and it takes
very minute and accurate movements for the children to control the characters. This
helps in making the children much more a depth at handling and operating real-life
machinery and objectives.
Another effect that playing video games have on children is that they tend to
get addicted to playing this games and give them foremost priority. This takes the
children away from their other responsibilities, such as doing house chores,
homework, and other physical activities. Children also end at spending more time
playing video games in front of television screens than playing real and actual sports
that involve physical exercise. This in turn can have many health related problems for
children, as they can get obese if they don’t exercise ad stay home playing video
games. This is perhaps the worst negative effect that video games can have on
children. Parents and educators all over the world are concerned about this
phenomenon and they are urging the children to not spend so much time playing video
games. Many new video game consuls, such as the new Nintendo WII have come out
with games that require users to actually get up and move.
Many researchers have talked about the effects of viewing violence in the media
and how it affects children. Video games take this to another level, where the children
are actually participating in being violent in the video games. There are many games
out there that allow children to play arm bearing characters who can kill anyone that
they want, steal cars, and commit many different kinds of crime. These games can
have negative implications on the children as they get immune to the idea of
committing crime and end up believing that it is alright. Research still on going on this
negative effect and it has not entirely been proven or disproven as of yet.
We find that plain video games can have various effects on children, both positive
as well as negative. Even though children can benefit by increasing their dexterity and
improving their reflexes, the cost of them losing out on their physical exercise and
homework, as well as their becoming prone to violent acts, are way too much. It is
important that the parents and educators take up this problem seriously and enable
certain rules and regulations that allow children to divide their time responsively
between playing video games and completing their studies and other responsibilities.
(Source: www.tailoredessays.com/samples/video-games-affect-children-essay.htm)
Comprehension Questions
1. Why are video games popular with children?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What are the positive effects of playing video games?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. What are the negative effects of playing video games?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
26
1.8 Problem - Solution
 In composition writing, problem-solution is a method for analyzing and

writing about a topic by identifying a problem and proposing one or more
solutions.
 Problem-solution paragraphs as the term implies, presents and identifies
a problem and proposes possible solution/s.
What’s New
In composing this type of essay, you must present an argument or stand and
support it with reliable evidence in order to persuade the readers to make a particular
move or action (Kemper et.al, 2016).
According to Soles (2010), topics for problem-solution essays “are typically

framed in the form of questions.” Problem-solution essay can provide answers to 5W
and 1H (who, what, when, where, why, and how) questions. Soles (2010) added that
this type of essay has essentially two parts: “a full explanation of the nature of the
problem, followed by an analysis of solutions and their likelihood of success.”
Structure of paragraphs in a problem-solution essay:
Nordquist (1995) suggested the following structure of a problem-solution paper

that may serve as a guide on what to include in this type of essay:
1. Introduction. At the forefront of the essay, the introduction must serve to
capture the reader’s attention. This may contain the thesis statement wherein the
problem or topic at hand is presented. This is where the problem is defined, and the
reason why it is significant to a specific group of people (or the target audience).
2. Problem Paragraph. This paragraph/s will dwell on the elaboration of the
problem, effectively conveying the importance of a solution. You may present reliable
sources and evidence to support your stand.
3. Solution Paragraph. Present and describe a concrete solution to the
problem. Explain how this solution is better than other probable solutions.
4. Conclusion. Conclude the essay with connection between the problem and
its proposed solution.
27
What is it?
Activity 8: Directions: Read the passage below and make a graphic organizer
in your notebook similar to what is on this page. Fill the graphic organizer with
your brilliant ideas!
Deforestation is a serious problem because it destroys forests—and forests and

trees are not just pretty to look at, they do an important job making the earth´s
environment suitable for life. They clean the air, store water, preserve oil, and provide
homes for animals. They also supply food, fuel, wood products, and paper products
for humans. In the past fifty years, more than half of the world´s rainforests have been
destroyed.
Today, all around the world, deforestation continues, the world´s climate may
change, floods may become more common, and animals will die. One solution to the
problem of deforestation is to use less paper. If you use less paper, fewer trees will be
cut for paper making. How can you use less paper? One answer is to reduce your
paper use by using both sides of the paper when you photocopy, write a letter, or write
an essay. A second answer is to reuse old paper when you can, rather than using a
new sheet of paper. The backs of old envelopes are perfect for a shopping list or phone
messages, and when you write a rough draft of an essay, write it on the back of
something else. A final answer is to recycle used paper products instead of throwing
them away. Most schools, offices, and districts have some kind of recycling center. If
you follow "the three Rs"- reduce, reuse, and recycle-you can help save the world´s
forest.
Use the figure above

as your guide
28
1.9 Persuasion
 A persuasive paragraph tries to convince the reader that a particular point

of view is worthy of consideration. It wants you to consider both sides of an
issue, but it reveals a bias in favor of one side over another.
 A persuasive paragraph intends to convince readers to do or believe in
something.
 Knowing how to write a persuasive paragraph allows you to express your
personal conviction or opinion about an issue or topic and make the readers
agree with or adopt your conviction or opinion.
What’s New
Much like problem-solution essays, persuasion essays seek to urge readers

to take a particular action (Forlini, et.al, 1990). The main goal of persuasive essays is
to convince the reader to agree to the writer’s opinion or at the very least, take it into
serious consideration.
According to Forlini (1990), “the purpose of persuasive writing is to obtain the
reader’s agreement on a matter of opinion.”
The statements given in persuasive essays are heavy on opinion while based
on facts. The opinions of the writer must be (a) controversial enough or something that
would inspire conversation and debate, (b) significant and interesting, and (c)
supported by evidence. (Forlini, 1990).
It is also vital that in order to prove your stand, you must thoroughly research
about the issue you are about to discuss. Make a list of your strongest arguments
composed of facts and data. Introduce a new reason or fact with every paragraph.
Some of the transitional expressions used in persuasive paragraphs are the following:
ANSWER THE
GIVE REASONS DRAW CONCLUSION
OPPOSITION
First (second, third, etc.) Of course Therefore
Another, Next Some may say Thus
Last, finally Nevertheless Hence
Because, since, for On the other hand Consequently
Although
29
What is it?
Activity 9: Write a paragraph with the topic “I Changed My _________”. (e.g.

lifestyle, attitude, priorities, eating habits, mind, etc.). Devote your attention to
the cause of your change and its effects. Write your paragraph in your
notebook.
Your paragraph will be rated based on the rubric below. You may write your
paragraph on the space provided.
Criteria Performance Indicators Points Score

Complete and thoughtful explanation of ideas 5
CONTENT Strong organization and structure 3
Vivid supporting details included 3
Written in complete sentence 2
MECHANICS Correct and appropriate grammar,
2
punctuation, spelling, etc.
Total 15
I CHANGED MY ____________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
30
What I Have Learned
 A paragraph is a collection of related sentences with one central idea. Each

sentence shows connection to other sentences in the paragraph.
 A paragraph has a topic sentence, supporting details, and a clinching
sentence.
 There are many ways of developing a paragraph, such as: narration,
description, definition, classification, comparison and contrast, cause
and effect, problem-solution and persuasion.
Assessment
After our lesson, let us now check what you have learned. Read the
statements carefully, and determine what is being referred to, then write your
answers in your notebook.
____________________1. It is a method of writing a paragraph by drawing

pictures with words.
____________________2. This method of paragraph development involves
similarities and differences between two things.
____________________3. This gives a written account of an event or story.
____________________4. This is a collection of related sentences with one
central idea.
____________________5. This pattern of development classifies or divides
people, places, things or ideas into categories.
Congratulations!
You have completed your journey in this part of the module. You
did a great job! It’s now time to go on to the next adventure…
Good luck!
31
32
ACTIVITY 9: Answers may vary.
1. A
2. A
3. D
4. A
5. C
ACTIVITY 2
1. Oceans and lakes have much in common, but they are also quite different.
2. Sunset is the time of the day when our sky meets solar winds.
3. Here is a perfect system for cleaning your room.
ACTIVITY 1
1. Description
2. Comparison & Contrast
3. Narration
4. Paragraph
5. Classification
Pre-Test & Post-test
Key to Answers
REFERENCES
Abraham, P. (2010). Skilled reading: Top-down, bottom up. Retrieved April 15, 2013
fromwww.sabes.org.resources/fieldnotes/vol10/f02abrah.htm.
Baker, L. & Beall, L.C.(2010). Metacognitive processes and reading comprehension

In S. Israel & G. Duffy(Eds.) Handbook of research on reading comprehension.
Routledge, NY.
Dickenson, N. ,Linan-Thompson, S., & Murray, C. (2009). Monitoring response to

intervention for students at-risk for reading difficulties: High and low
responders. In S. R.
Erskine, D.L. (2010). Effect of prompted reflection and metacognitive skill instruction
on university freshmen’s use of metacognition. (Brigham Young University).
Proquest Dissertations and Theses, 1, 2, 3. Retrieved from http://proquest.
com/docview/748217165/ on November 23, 2012.
Farahzad, F. &Emman. A., (2010). Reading-writing connections in EAP courses:

Implications and applications. Journal of Language Teaching and Research,
Vol. 1, No. 5, pp. 596-604, September 2010. doi:10.4304/jltr.1.5.596-604.
Geva (2012). Genetic differences and school readiness [Electronic version].

The Future of Children, 15, 55-69.
Gomez, N. L., & Briggs, C. (2012). Reciprocity between Reading and Writing:
Strategic Processing as Common Ground. Reading Teacher, 64(7), 546-549.
Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=ec1c4
512-698d-403c-885b-d1153b77fca1%40sessionmgr110&vid=2&hid=104 on
April 30, 2013
Gunning, T. (2010). Assessing and Correcting Reading and Writing Difficulties.

Boston, MA: Pearson Education, Inc.
Gabelo , N, &Geron , C. et al. , ( 2016 ) . Reading and writing Connection for the
21stCentuty Learners for Senior High School. Mutya Publishing House, Inc.
Goita , M. (1995) . Basic English Skills and the Effective Paragraph. CAP College
Self Learning Series.
33
Havola, L. (n.d.). Summarization: Integrating reading and writing. Institute for
EducationResearch.Retrievedfromhttps://www.jyu.fi/hum/laitokset/solki/afinla/
/arkisto/45/havola on April 30, 2013.Vol. 29, No. 2 (Apr. - May - Jun., 1994),
pp.178-188.Retrieved from http://www.jstor.org/stable/747810 on April 22,
2013
Jimerson, M. K. Burns, & A. M. Van Der Heyden (Eds).The handbook of response to
intervention: The science and practice of assessment and intervention (pp. 234-
243). Spring Science: New York.
Luz, J.M. ( 2011 ) A Nation of Non- Readers. Available at http://pcij.org/stories/a-

nation-of-nonreaders.Accessed on October 13, 2015.
Morales, T.N. (2011). Promoting the reading comprehension of freshmen engineering

students through an interactive approach to reading content-based materials.
A thesis submitted to the University of Santo Tomas, Graduate School, Helping
students understand the text through direct teaching. Retrieved from
http://www.niu.edu/cedu_richgels/PDFs/Citadel1983.pdf on April 30, 2013.
Noble, K. G., Tottenham, N., & Casey, B. J. (2012). Neuroscience perspectives on

disparitiesinschool readiness and cognitive achievement. The Future of
Children, 15,71-89.
Nunnery, J. A., Ross, S. M, Morales A. (2010). A randomized experimental

evaluation of the impact of Accelerated Reading Renaissance implementation
on reading achievement in grades 3 to 6 [Electronic version]. Journal of
Education for Students Placed at Risk, 11 (1), 1 - 18.
Paris, E. G., Bracken, S. S., &Fischel, J. E. (2015). Predicting improvement after

first-Grade reading difficulties: The effects of oral language, emergent literacy,
and behavior skills[Electronic version]. Developmental Psychology, 41 (I),
225-234.Press.
Pearson, P.D. (2010).The roots of reading comprehension instruction.InS.Israel& G.

Duffy (Eds.) Handbook of research on reading comprehension. Routledge, NY
Petersen, E.Z. (n.d.). how to read: using annotation in the composition classroom.
Retrievedfromhttp://etc.dal.ca/ojs211/index.php?journal=C2&page=article&op
=viewFile&path[]=TheEnglishJournal,Vol.93,No.5,SecondaryReadersReading
Successfully,pp.82-89.Retrieved from http://www.jstor.org/stable/4128941.
34
Senior High School

Reading & Thinking Strategies across Text Types
Learning Competency 2: Evaluate a written text based on its

properties (organization, coherence and cohesion, language use
and mechanics) S2 Q3 EN11/12RWS-IIIgh4
Semester: 2nd Semester
Quarter: 3rd Quarter
Number of Hours: 8 Hours
35
2 Properties of a Well-Written Text
What’s New
When you have already gathered enough materials in developing your

paragraphs or text, the next step is to organize properly. Then you need to determine
which ideas should be used in the beginning, middle and end of your texts—coherence
and cohesion should be considered in arranging your ideas. The mechanics of writing
should be observed too, like capitalization, contractions and punctuation marks. Lastly,
you need to determine the type of language you are going to use for you to be able to
communicate with your target audience. All of the things mentioned above is what this
module is all about.
What I Need to Know
By the end of this lesson, you are expected to:

1. Discuss the meaning and components of a well-written text;
2. Explain the steps in achieving a well-written text;
3. Read and explore texts and determine if they are well-written or not
4. Create a well-written text; and
5. Reflect on your learning on the properties of a well-written text
To achieve the objectives of this module, 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.
REMINDER: DO NOT WRITE ANYTHING ON THIS MODULE. USE A

SEPARATE NOTEBOOK WHERE YOU CAN WRITE YOUR ANSWERS FOR
THIS MODULE.
36
What I Know
Before heading on to our lesson, let us first check what you already know. Read
the statements carefully, and determine what is being referred to, then write
____________________1. This is achieved when ideas are logically and accurately

arranged.
____________________2. This refers to when the details of a paragraph are
arranged according to the order in which they happened.
____________________3. It is a set of conventions on how to spell, abbreviate,
punctuate and capitalize.
____________________4. This means that the sentences are arranged in a logical
manner, making them easily understood by the reader.
____________________5. To attain this property, one must be consistent with the
use of pronouns.
Great job! Later we will see if your answers are correct by reading the
rest of this module… but before that….
Copy this figure on your notebook and complete it by writing what do you think
makes up an effective or a well-written text.
What is a
well-written
text?
37
Organization, Coherence and
2.1 Cohesion
For a text to be well-written, one must keep in mind these three properties:
 Organization - this is the structural framework for writing. It is important to
effective writing because it provides readers with a framework to help them
fulfil their expectations for the text. This is the logical progression and
completeness of ideas in a text.
Organization is achieved when ideas are logically and accurately arranged.
 Coherence – by coherence we mean that every part of a composition must
contribute to one main unifying thought, which means that the various parts
of a text must follow one another in an order which makes their relationship
clear.
 Cohesion - means that the overall text has meaning.
What’s New
Text organization is the way a text is organized that helps to guide the reader
logically through it. This property makes a text readable and its message clear.
Organization can be achieved through the following techniques:
 Physical format
 Signal words
 Structure
Physical Format
The format is an aspect of the organization that is immediately apparent to the
reader. It is seen in how the text physically appears like headings and subheadings,
bullet points or font emphasis. However, use this technique with discretion
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
38
today. Socialism would be the next rational step for the development of human
society.
Explanation:
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.
Signal Words
Signal words are textual cues that readers can use to follow a text. They 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).
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.
Explanation:
By using sequential signal words (first, second and third) before the beginning
of every sentence, the reader can follow what seems to be the writer’s list of three
reasons why the novel influenced him. The word thus also signals the conclusion and
the end of the list.
Structure
The structure provides the framework upon which the text is organized. It
consists of the following:
 Beginning: introduction, thesis statement, hook

 Middle: supporting details
 End: conclusion, summary, final message
Example:
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.
39
Explanation:
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 the topic of aura

 Middle: Definition and evidence of existence of auras
 End: Ending message about forces in the world
What I Have Learned
 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.
 Text organization makes a text easy to read. It prevents the reader from
becoming confused by a jumble of words, sentences, and paragraphs that are
in no particular order.
 Organization can be achieved through the physical format, signal words,
and structure.
What is it?
`
Activity 10: Identify the signal words and phrases that the author has used for
arranging the details in the paragraphs. Write them in your notebook.
Northern Mindanao is a region rich in culture, which can be seen in their
numerous festivals. One of the most popular festivals in the region is the Higalaay
Festival in Cagayan de Oro City. They celebrate the feast day of St. Augustine every
28th day of August. Another festival is Kaamulan festival in Bukidnon. It is an ethnic
cultural festival wherein people allocate a relative amount of their time to remember
the culture and traditions of the seven ethnic tribes in their area. It is also considered
as a thanksgiving festival to celebrate their bountiful harvest. Moreover, another
famous festival in the region is the Lanzones festival in Camiguin, which is a 4-day
celebration of this fruit. It is held every 3rd week of October. It is essential to note that
the sweetest Lanzones can be found in the islands of Camiguin. Regularly celebrating
40
different causes as one whole community shows that the citizens of Region 10 value
camaraderie and friendship.
Some parts of this region are known to have preserved their tribal beliefs and
customs. An example is the Higaunon, a mountain tribe in Bukidnon. Apparently, they
still believe in the existence of spirits and gods. Furthermore, they have a god for each
element. Another superstition is they need to please the spirits so they will experience
something good in return. People in this tribe still live according to
their traditions with farming as their primary source of income. Additionally, the
ancestors of its current inhabitants mentioned that the region was occupied by four
tribes but when northern-central Mindanao was divided into provinces, migrants from
Visayas and Luzon began to dominate the region. Since that happened, the tribal
communities went to the mountains and forests to continue living out their cultural
heritage.
The region’s culture can also be seen in their establishments and churches.
These include the Immaculate Conception Parish Church in Misamis Oriental,
Macapagal-Macaraeg Heritage House in Lanao Del Norte, General MacArthur Marker
and Saint Augustine Cathedral in Cagayan de Oro. These places represent a glimpse
of Northern Mindanao’s history because the events that occurred in these locations
molded Region 10 to be what it is today. The province of Camiguin is home to century-
old churches such as the Santo Rosario Church and Old Catarman Church Ruins.
Baylao Church is considered as a miraculous place because a lot of individuals
connect it to how its existence saved numerous lives during the eruption of Mount
HibokHibok. Besides that, there are also a lot of ancestral homes that can be found in
this region that date back all the way to the Spanish era.
http://www.nnc.gov.ph/index.php/regional-offices/region-x-northern-mindanao/54-region-10-
profile/306-region-x-profile.html
if there is a clear
statement of purpose,
position, facts, examples,
IDEAS are formed
specific details,
and well-developed ORGANIZATION
definitions, explanation,
justifications or opposing
viewpoints
And if there is ORGANIZATION, there is…
 Coherence and Cohesion – by coherence we mean that every part of a

composition must contribute to one main unifying thought, which means that
the various parts of a text must follow one another in an order which makes
their relationship clear. On the other hand, cohesion means that the overall text
has meaning.
41
A text with coherence has ideas that are logically sequenced in a way that is
easy to follow for the reader. Although without cohesion, no central concept links all
these ideas together. The main point of the text remains unclear for readers.
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.
Explanation:
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
in a lack of cohesion. For instance, the writer talks about his or her favourite 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 favourite colors was inspired by the colors of the painting,
but the writer does not make this clear.
Cohesion and Coherence
A text with both cohesion and coherence has a central concept linking all
the ideas in the text, and these ideas are presented in a logical manner. The main
point is clear, and the text is easy to follow and understand.
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.
Explanation:
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.
Remember the following when trying to evaluate if your text has cohesion and
coherence:
 A text with cohesion but no coherence is difficult to follow.

 A text with coherence but no cohesion has no definite point.
 A text with both cohesion and coherence is logically sequenced and stays
on topic.
42
What is it?
Activity 11: Create a coherent paragraph by arranging the following jumbled

sentences. Then write your arranged paragraph in your notebook. Don’t forget
to observe proper mechanics in writing your paragraph!
 In these areas, 70 % of the agricultural land suffers from dryness and lack of
irrigation.
 As a result, the crops are usually marginal with hardly enough production to
feed the farmer’s family.
 The first fact to consider is that over 60% of the population lives in rural
communities.
 In my country, one of the most urgent problems facing the government today
relates to agriculture.
 And without irrigation, agricultural production is wholly dependent on the
uncertain rainfall.
 To understand the nature of this problem, one has to look at some facts.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 To solve the problem of overpopulation, he devised a great war, which would

sweep like a conflagration over Greece.
 This was the Trojan War.
 Zeus, the ruler of the gods, seemed to have realized that the earth was getting
terribly overcrowded.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
43
What is it?
Activity 12: Read each of the following paragraphs. Identify the sentence that
does not belong in the paragraph, to make it more coherent and cohesive. Write
1. Oceans and lakes have much in common, but they are also quite different. Both
are bodies of water, but oceans are very large bodies of salt water, while lakes are
much smaller bodies of fresh water. Lakes are usually surrounded by land, while
oceans are what surround continents. Both have plants and animals living in them.
The ocean is home to the largest animals on the planet, whereas lakes support
much smaller forms of life. When it is time for a vacation, both will make a great
place to visit and enjoy. I want to swim in the lake.
2. Sunset is the time of day when our sky meets the outer space solar winds. There
are blue, pink, and purple swirls, spinning and twisting, like clouds of balloons
caught in a blender. Sunset is the opposite of sunrise. The sun moves slowly to
hide behind the line of horizon, while the moon races to take its place in
prominence atop the night sky. People slow to a crawl, entranced, fully forgetting
the deeds that still must be done. There is a coolness, a calmness, when the sun
does set.
3. Here is the perfect system for cleaning your room. First, move all of the items that
do not have a proper place to the center of the room. Get rid of at least five things
that you have not used within the last year. Take out all of the trash, and place all
of the dirty dishes in the kitchen sink. Now find a location for each of the items you
had placed in the center of the room, for any remaining items, see if you can
squeeze them in under your bed or stuff them into the back of your closet. 5s is a
Japanese cleaning system. See, that was easy!
44
2.2 Language Use and Mechanics
 Language Use – refers to the appropriateness of word/vocabulary use.

An effective language is specific, concise, familiar, correct and appropriate.
It is important that you make good choices when it comes to language use
because 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.
Determine when it is appropriate to use formal language or when informal

language is acceptable.
What’s New
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.
Examples:
 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.
Explanation:
In the first sentence, the writer used casual words such as asked, call, and get
permission, which made the sentence informal. 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.
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.
45
Example:
Why Sunglasses Are a Must-Have for Kids (An Excerpt)
(NewsUSA) 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.
“Everyone buys into what happens to your skin when it comes to sun damage, but
many parents are really surprised to learn about the cumulative UV damage to the
eyes,” Dawn Hartman, an optometrist at Columbus Ophthalmology Associates in
Columbus, Ohio, told the Wall Street Journal in an interview. But the right sunglasses
can help, as parents become more aware that protection from the sun is not just skin
deep.
Source:
(USA, NEWS USA, 2016)
http://www.copyrightfreecontent.com/health/why-sunglasses-are-a-must-have-for-
kids/
Explanation:
The entire text uses simple words. This lets readers easily understand the
significance of letting kids wear sunglasses. There were a few technical scientific
terms that were necessary to mention in the text, such as ultraviolet radiation, ocular
lenses, and retina. However, the message of the text is still easy to grasp.
You should also be sensitive enough to use unbiased language so that you will
not offend any individual or any particular group of people. Unbiased language is
language that is free of racial bias, free of religious bias, and free of gender bias.
Examples:
 A teacher should make it a point to motivate her students.

 Teachers should make it a point to motivate their students
Explanation:
In the first sentence, the pronoun used is she, 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.
Proper Language Use

Proper language use allows you to capture the message that you want to
convey to your readers. It is all about choosing the right words that accurately
capture your ideas.
However, writers sometimes encounter problems with the following:
46
 Misused Words
 Words with Unwanted Connotations
 Technical or Highfalutin Words
Misused Words
A writer might sometimes use a word incorrectly, and this occurs when the word
does not mean what he or she thinks it does. So, it is important to be certain of the
definition of a word before using it; this often happens with words that sound or look
alike.
Example:
There are many behaviors that past societies considered legal but are now deemed
amoral including slavery, sexism, and racism.
Explanation:
The writer confused the word “amoral” with “immoral.” The former means neither
moral nor immoral (without moral quality) while the latter means not moral. Sometimes,
it is easy to guess the correct meaning of a word just by looking at how it is spelled.
The prefix a- signals that something is without such as in “anarachy” (without a
government) or “atypical” (without typical features). On the other hand, the prefix im-
simply means not such as in “imperfect” (not perfect) or “impossible” (not possible).
Words with Unwanted Connotations

There are words that take on a meaning specific to a context. Some writers
might not be aware of these connotations, so they end up using language that is
unintentionally confusing, comical or even offensive to readers.
Example:
The coast guard salvaged Priscilla and her sister after their fishing boat was damaged
in the storm.
Explanation:
The word “salvage” means to save usually from the wreckage of a marine vessel.
However, the Philippine media and police often use the term to mean a violent killing,
which is opposite from its traditional English meaning. It comes from the Spanish word
“salvaje” that has a meaning similar to “savage.” Thus, if the writer produced this text
for a Filipino audience, the meaning that he or she intended would be lost. Using the
word “saved” or “rescued” would remedy the issue.
Technical or Highfalutin Words

Writers want to sound smart by using words that are very technical or have
deep meanings. Though some writing genres require the use of such words, writers
should still be careful about using them since they make readers work harder to
understand texts.
 Example:
There is an ongoing discourse about the antidisestablishment assemblage and the
administrative political body.
47
 Explanation:
The text is complicated because it is filled with words that are difficult to understand.
If the terms are important to use, then the writer could define what they mean.
Otherwise, the sentence could be rewritten simply this way: There is an ongoing
discussion between the opposition and the government. This sentence still “sounds
smart” but it is easier for most people to understand and it does not change the
meaning of the original sentence in any way.
REMEMBER
When you use words improperly, readers are left confused as to what you
are trying to say. So, always choose words according to their correct definition and
connotation. Also, keep your language simple enough to make your text easier for
readers to understand.
What is it?
Activity 13: Identify the informal words in the following sentences and
write them in your notebook.
1. He’s gonna be angry.
2. I wanna learn how to ski.
3. Didja like the movie?
4. We hafta leave now.
5. I bought ya apples and grapes.
Mechanics - refers to a set of conventions on how to spell, abbreviate, punctuate

and capitalize. Mechanics are conventions that have to be considered in writing. Some
of these conventions are spelling, punctuation, and capitalization. It is important to
know and observe these conventions in writing to avoid confusion.
Spelling
When you write, always make sure that you are consistently using one standard
with regard to the spelling of your words. Remember that there are slight differences
in American English spelling and British English spelling.
48
Punctuation
Punctuation is the act of using a system of symbols such as the comma, period,
quotation marks, question marks, etc. that are used to give structure to and organize
a text. The use of punctuation guides the reader regarding how the text should be
read.
Examples:
 I love to paint portraits I would paint one every day if I had the time
 I love to paint portraits. I would paint one every day if I had the time.
 This book is dedicated to my parents, Noel and Corazon.
 This book is dedicated to my parents, Noel, and Corazon.
Explanation:
The first example does not make use of proper punctuation marks, while the
second example presents two sentences that are correctly punctuated. In the third
example, the sentence denotes that the author’s parents are Noel and Corazon. In the
fourth example, the use of the serial comma denotes that the book is dedicated to four
persons: the author’s mom, the author’s dad, Noel, and Corazon. The simple act of
adding a comma completely changed the meaning of the statement.
Capitalization
Capitalization is the act of writing the first letter of a word in uppercase while the rest
of the letters are in lowercase. There are rules in capitalization that one has to
remember. Below are a few examples of words that require capitalization:
 proper nouns
Alex, Manila
 proper adjectives
Canadian
 days of the week
Sunday
 months of the year
January
 specific course titles
Theater 101
 kinship names used in place of personal names and are followed by personal
names
Grandma, Dad, Aunt Paz, Uncle Alvin
 adjectives, verbs, adverbs, nouns, and pronouns in a title and the first and last
word in a title
Through the Looking-Glass, and What Alice Found There (literature)
 historical periods, events, documents
Great Depression, the Renaissance, the Constitution
Source: https://www.academia.edu/34256187/READING_AND_WRITING_First_Quarter_Period_PROPERTIES_OF_A_WELL-WRITTEN_TEXT
49
What is it?
Activity 14: Put a () if the phrases or sentences are following the proper
mechanics. If the words or phrases are incorrect, rewrite them to make them
correct. Write your answers in your notebook.
_____1. San miguel Corporation

_____2. Joe said, “he is my patient.”
_____3. do you believe me
_____4. Tom Cruise won the oscar award
_____5. Hon. Juan dela Cruz
_____6. girlie is one friend i know inside and out
_____7. i am from the philippines
_____8. Anna can pass for a movie star as a deadringer of anne Hathaway.
_____9. Being the only daughter, sylvia is the apple of the eye of her father.
_____10. please keep an eye on her while I am out.
What is it?
Activity 15: In not more than 10 sentences, explain what you like or don’t like
about Senior High School. Your paragraph will be rated based on the rubric
below. You may write your paragraph on your notebook.
Criteria Performance Indicators Points Score

Complete and thoughtful explanation of ideas 2
CONTENT Strong organization and structure 2
Vivid supporting details included 2
Written in complete sentence 2
MECHANICS Correct and appropriate grammar, punctuation,
2
spelling, etc.
Total 10
50
What I Have Learned
 Organization is the logical progression and completeness of ideas in a text.

 By coherence we mean that every part of a composition must contribute to
one main unifying thought, which means that the various parts of a text must
follow one another in an order which makes their relationship clear.
 On the other hand, cohesion means that the overall text has meaning.
 Language Use refers to the appropriateness of word/vocabulary usage.
 Mechanics refers to a set of conventions on how to spell, abbreviate,
punctuate and capitalize.
Assessment
After our lesson, let us now check what you have learned. Read the
statements carefully, and determine what is being referred to, then write your
answers on your notebook.
____________________1. This is the structural framework of writing.

____________________2. This refers to when the paragraph is arranged in a
logical order and the sentences are clearly related to each other.
____________________3. It is a set of rules on how to spell, abbreviate,
punctuate and capitalize properly.
____________________4. This means that the text is effective because the
reader is able to follow the writer’s train of thought with ease.
____________________5. This refers to the appropriateness of the words that
you are using in your text.
Congratulations!
You have completed your journey in this module. You did a great
job! It’s now time to go on to the next adventure…
Good luck!
51
Key to Answers
Mechanics 5.
Cohesion 4.
Pre-test Mechanics 3.
Organization 2.
Coherence 1.
Activity 10
1. Northern Mindanao is a region rich in culture, which can be seen in their
numerous festivals. One of the most popular festivals in the region is the
Higalaay Festival in Cagayan de Oro City. They celebrate the feast day of St.
Augustine every 28th day of August. Another festival is Kaamulan festival in
Bukidnon. It is an ethnic cultural festival wherein people allocate a relative
amount of their time to remember the culture and traditions of the seven ethnic
tribes in their area. It is also considered as a thanksgiving festival to celebrate
their bountiful harvest. Moreover, another famous festival in the region is the
Lanzones festival in Camiguin, which is a 4-day celebration of this fruit. It is held
every 3rd week of October. It is essential to note that the sweetest Lanzones
can be found in the islands of Camiguin. Regularly celebrating different causes
as one whole community shows that the citizens of Region 10 value
camaraderie and friendship.
Some parts of this region are known to have preserved their tribal beliefs and
customs. An example is the Higaunon, a mountain tribe in Bukidnon.
Apparently, they still believe in the existence of spirits and gods. Furthermore,
they have a god for each element. Another superstition is they need to please
the spirits so they will experience something good in return. People in this tribe
still live according to their traditions with farming as their primary source of
income. Additionally, the ancestors of its current inhabitants mentioned that the
region was occupied by four tribes but when northern-central Mindanao was
divided into provinces, migrants from Visayas and Luzon began to dominate
the region. Since that happened, the tribal communities went to the mountains
and forests to continue living out their cultural heritage.
The region’s culture can also be seen in their establishments and churches.
These include: the Immaculate Conception Parish Church in Misamis Oriental,
Macapagal-Macaraeg Heritage House in Lanao Del Norte, General MacArthur
Maker and Saint Augustine Cathedral in Cagayan de Oro. These places
represents a glimpse of Northern Mindanao’s history because the events that
occurred in these locations moulded Region 10 to be what it is today. The
province of Camiguin is home to century old churches such as the Santo
52
53
1. Coherence
2. Organization
3. Mechanics
4. Cohesion
1. San Miguel Corporation 5. Mechanics
Post-Test
2. Joe said, “He is my patient.”
3. Do you believe me?
4. Tom Cruise won the Oscar Award
5. 
6. Girlie is one friend I know inside and out.
7. I am from the Philippines
8. Anna can pass for a movie star as a dead ringer of Anne Hathaway.
9. Being the only daughter, Sylvia is the apple of the eye of her father.
10. Please keep an eye on her while I am out. Activity 14
1. He’s gonna be angry.
2. I wanna learn how to ski. 1. I want to swim in the lake
3. Didja like the movie? 2. Sunset is the opposite of sunrise
4. We hafta leave now. 3. 5s is a Japanese cleaning System
5. I bought ya apples and grapes.
Activity 13 Activity 12
1. In my country, one of the most urgent problems facing the government
today relates to agriculture. To understand the nature of this problem,
one has to look at some facts. The first factor to consider is that over
60% of the population lives in rural communities. In these areas, 70% of
the agricultural land suffers from dryness and lack of irrigation. And
without irrigation, agricultural production is wholly dependent on the
uncertain rainfall. As a result, the crops are usually marginal with hardly
enough production to feed the farmer’s family.
2. Zeus, the ruler of the gods, seemed to have realized that the earth was
getting terribly overcrowded. To solve the problem of overpopulation, he
devised a great war, which would sweep like a conflagration over
Greece. This was the Trojan war. Activity 11
back all the way to the Spanish era.
there are also a lot of ancestral homes that can be found in this region that date
saved numerous lives during the eruption of Mount HibokHibok. Besides that,
as a miraculous place because a lot of individuals connect it to how its existence
Rosario Church and Old Catarman Church Ruins. Baylao Church is considered
REFERENCES
https://www.academia.edu/34256187/READING_AND_WRITING_First_Quarter_Period_PR
OPERTIES_OF_A_WELL-WRITTEN_TEXT
https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-written-text-88147656
https://prezi.com/no9hl-ogy538/properties-of-a-well-written-text/
https://quizlet.com/168734194/properties-of-a-well-written-text-flash-cards/
54
MODULE 1 WRITER’S PROFILE
Name: MILGER A. BAANG

Position: Master Teacher I
Educational Attainment:
PhD in English Language (On-Going)
PhD in Educational Management
Master of Arts in English
BSE English
AB English
Module Title: Module 1 – Reading and Thinking Strategies Across Text Types
Division: Misamis Oriental
School: Villanueva Senior High School
District: Villanueva
55
For inquiries or feedback, please write or call:
Department of Education – (Bureau/Office)
(Office Address)
Telefax:
Email Address:
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Senior High School

Reading and Writing Skills

Department of Education • Republic of the Philippines

Published by the Department of Education

Development Team of the Module

Author’s Name: MILGER A. BAANG

Reviewers: JOSEPHINE D. LADERES & SHEILLA B. DIANGO

Illustrator: VINCENT R. CAILING

Layout Artist: MYCO B. MACAMIMO

Management Team: ROSELYN E. LAZALITA

Printed in the Philippines by: __________________________________________________

Office Address: ________________________________________________________

Reading and Writing Skills

This instructional material was collaboratively developed and

Department of Education • Republic of the Philippines

important lessons and challenging but fun activities.

writing to help you with your tasks.

Department of Education for you to master:

 Compare and contrast patterns of written texts across disciplines; and

 Evaluate a written text based on its properties (organization, coherence and

cohesion, language use and mechanics.

Reading and Writing Skills

Learning Competency 1: Compare and contrast patterns of written texts

Semester: 2nd Semester

What I Need to Know

By the end of this lesson, you are expected to:

To achieve the objectives of this module, do the following:

 Take your time reading the lessons carefully.

REMINDER: DO NOT WRITE ANYTHING ON THIS MODULE. USE A

___________1. It is a method of writing a paragraph by drawing pictures with words.

DEVELOPING EFFECTIVE PARAGRAPHS

beautiful to look at, too. Indeed, trees provide us a lot of things.

Great job answering those items!

A narrative paragraph simply tells what happened and establishes facts. It is

Palace liaison in Congress Jesus Ayala has an incident to share with

 Description gives information of what a person, an object, a place or a

Let’s take a look at this example descriptive paragraph:

The descriptive paragraph above is an example of subjective description.

SIGHT SOUND SMELL TOUCH TASTE

 Definition explains a concept, term or subject. Its main purpose is to tell

Take a look at this example of a definition paragraph:

Activity 4: Try to develop a paragraph by using the definition method. Choose

 Classification paragraphs group items into categories, to establish a clear

In a classification paragraph you tell readers how a collection of items

1. Terms that signal classification

can be divided can be categorized

1. What are the types of friends?

2. What is the basis used by the author to classify friends?

3. How does the author develop the classification essay?

There are two ways in writing a comparison and contrast paragraph.

Here is an example of a comparison and contrast paragraph:

(sign & symbol by www.freepik.com)

(sign& symbol by www.freepik.com)

 A cause is what makes a particular thing happen.

The Influence of Video Games to Children

1. Why are video games popular with children?

2. What are the positive effects of playing video games?

3. What are the negative effects of playing video games?

 In composition writing, problem-solution is a method for analyzing and

According to Soles (2010), topics for problem-solution essays “are typically

Structure of paragraphs in a problem-solution essay:

Nordquist (1995) suggested the following structure of a problem-solution paper

Deforestation is a serious problem because it destroys forests—and forests and