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Reading and Writing Reviewer
Reading and Writing Reviewer
Alvarez [ STEM 11 - A ]
Lesson 1 : Patterns of Development in Writing across Disciplines
DENOTATION CONNOTATION
— is the dictionary — is the secondary meaning of
II. Description meaning of the word. a word.
— the literal meaning of — it is how a writer understands
● DESCRIPTION — helps you create a vivid picture of the word. a word based on their own
what you are trying to express through written text. — example : Rose is a personal or consensual
一 plays an important role to elucidate the nature of family of prickly shrub experiences.
people, places and things. with pinnate leaves and — example : A dozen of pink
● series of detailed observation about the subject can showy flowers. roses is usually given to their
help you create a good descriptive paragraph. beloved ones. Instead of literally
一 this involves the use of adjectives and adverbs in the referring to flowers, love and
paragraph. romance are connoted.
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EXAMPLES :
1. Skimming is a reading technique of allowing the eyes to
travel over a page very quickly, stopping only here and
there to gain an idea.
■ SPECIES : Skimming
■ CLASS : is a reading technique
■ DIFFERENTIAE : allowing the eyes to travel
over a page very quickly, stopping only here
and there to gain an idea.
2. Research is the systematic investigation into and study
of materials and sources in order to establish facts and
reach new.
■ SPECIES : Reading
■ CLASS : is the systematic investigation
■ DIFFERENTIAE : study of materials and sources
in order to establish facts and reach new.
3. Writing is the activity or skill of marking coherent words
on paper and composing text.
■ SPECIES : Writing
■ CLASS : is the activity or skill
■ DIFFERENTIAE : marking coherent words on
paper and composing text.
● BY STATING ITS CHARACTERISTICS
EXPANDED OR EXTENDED DEFINITION ─────────── — Bimetallic Components Bimetals are components
made up of two separate metallic units, each occupying
Methods used in paragraph development: a distinct position in the component. Bimetal rods or
wires (also called clad metal, dun- or dual-metal) are
○ by stating its ○ by examples made of dissimilar metals. The rod core a sleeve of
characteristics ○ by origin of word or another metal.
○ by function etymology
● BY EXAMPLES
○ by what it is not ○ by its effect
— Some fibrous metals may also be regarded as
○ by what it is similar to
bimetallic for example, rods made by unidirectional
solidification of some eutectic compositions containing
a metallic (or nonmetallic) compound of fibrous
filaments embedded in an almost pure metallic matrix.
● BY STATING ITS CHARACTERISTICS
— “The structure of present day Nb-SN
superconducting core can be even more complex. “It is
multimetallic- containing more than two dissimilar
metals. The two elements of a bimetallic product are
usually intimately interlocked, so that they function in
unison.
● BY EXAMPLES
— "Bimetal rods or wire stems make it possible to
combine properties of dissimilar metals. For example: 9
Aluminum-clad steel wire combines the strength of
steel with the electrical conductivity and corrosion
resistivity of aluminum 10 Superconductor core clad
with copper sleeves combines superconductivity at
cryogenic temperatures with assurance against failure
when a local temporary rise in resistance or
temperature occurs.
● BY ITS EFFECT
— Although the number of desired bimetallic
combinations for practical use is virtually unlimited,
manufacturing difficulties restrict the number of
bimetallic combinations actually in use.
SIGNAL WORDS FOR DEFINITION :
● is defined as, as defined, means
● refers to, to define, to illustrate.
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2. CAUSE AND EFFECTS
○ outline the causes of the problem
○ discuss solutions in terms of preventive measures
3. EXTENDED EXAMPLE
○ after a topic sentence, illustrate the problem by using
an extended example (through a story or an anecdote
from your introduction).
SOLUTIONS ──────────────────────
● may be presented in various ways and you have to
think about which way would be the most appropriate
for the particular problem you are discussing.
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VIII. Persuasion
signal words for EMPHASIZING A POINT :
● focuses on how you can state details through
presenting your views and encouraging your target ○ Again, for this reason, in fact
readers to accept your argument ○ In that case, indeed
● PERSUASIVE TEXT — can be in the form of an ○ To emphasize, to repeat
argument, discussion, exposition, review or even an ○ Truly, with this in mind
advertisement.
i. FORMS OF PERSUASION signal words for CONCLUDING AND SUMMARIZING :
○ argument ○ Accordingly, all in all, as a result, as I have said
○ exposition ○ Consequently, due to, finally, in any event
○ discussion ○ In brief, in conclusion, in short, in summary,
○ review therefore, to sum up
○ advertisement ○ Inevitably, on the whole, since, thus, in essence,
in the nutshell
ii. HOW TO DEVELOP A PERSUASIVE TEXT
ARGUMENT VS EVIDENCE
○ ARGUMENT — one's claim or position that can either
support or reject the issue previously stated.
一 shall be supported with a well-researched evidences, — end of lesson 1 —
which will give details on how and why it supports the
argument
○ EVIDENCE — can be factual, logical, statistical or
anecdotal in nature.
一 can also explain counterarguments to enlighten the
readers about other positions not because the writer
wants to prove which claims are wrong or right.
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──────── Raicelle Kaye H. Alvarez [ STEM 11 - A ]
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3. SLANGS AND IDIOMS EXAMPLE ───────
○ Slangs — are words, phrases, or expressions that do
not literally mean what they express (like “frenemy” to I can never forget my class last school year because they
describe someone who is both a friend and an enemy). were so active and responsible in class they always worked
○ Idioms — or expressions whose meaning is different together well in doing their assignments performing group
from the meanings of the individual word it contains and individual tasks submitting their projects on time keeping
(like “to kill two birds at one stone”, which means to get the classroom spic and span. They are worth remembering
two things done with a single action. for everything that they did inside and outside the campus
they always helped one another they seldom got themselves
4. EUPHEMISMS
in conflict with anyone in the class
○ are words that veil the truth.
○ example :
■ “virtually challenged” instead of short → It is apparent that the above example is quite difficult to read
■ “passed away” instead of died because of the lack of two important conventions: punctuations
■ other deceitful language and capitalization.
→ In addition, you cannot easily understand the message it
5. BIASED LANGUAGE sends across its readers. If we put appropriate punctuations, it
○ avoid using any biased language including those could be read in this way:
associated with any racial, ethnic, group, or gender.
My class is worth remembering. They were so active and
an effective language can be characterized as: responsible. They always worked together well in doing their
● Concrete and specific, not vague and abstract assignments, performing group and individual tasks,
● Concise, not verbose submitting their projects on time, and keeping the classroom
● Precise and clear, not obscure spic and span. Everything that they did inside and outside the
● Constructive, not destructive campus was worth remembering. They always helped one
● Appropriately formal, not slang another. Also, they seldom got themselves in conflict with
anyone in the class.
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