This module contains four (4) lessons, namely:

LESSON 1: PATTERNS OF DEVELOPMENT IN WRITING ACROSS DISCIPLINES

LESSON 2: PROPERTIES OF A WELL-WRITTEN TEXT
LESSON 3: EXPLICIT AND IMPLICIT CLAIMS IN A TEXT
LESSON 4: CONTEXT OF TEXT DEVELOPMENT
At the end of this module, the student is expected to:
 compare and contrast patterns of written text across disciplines (narration, description,
definition, exemplification / classification, comparison and contrast, cause and effect,
problem - solution and persuasion;
 evaluate a written text based on its properties (organization, coherence and cohesion,
language use, and mechanics;
 create a short well written paragraph applying the properties of a well-written text.
 identify claims explicitly or implicitly made in a written text (EN11/12RWS-IIIij-6)
 Claim of fact (EN11/12RWS-IIIij-6.1)
 Claim of policy (EN11/12RWS-IIIij-6.2
 Claim of value (EN11/12RWS-IIIij-6.3)
 identify the context in which a text was developed (EN11/12RWS-IVac-7); and
 Hypertext (EN11/12RWS-IVac-7.1)
 Intertext (EN11/12RWS-IVac-7.2)
 write a short story applying proper organizational techniques, patterns of development
and the components of well-written text.

General Instructions: Answer all the activities on this module. Use separate sheets of paper
for your answers.
Activity I WHAT WORDS WILL YOU DISCOVER? Discover new words by completing the
crossword puzzle below.
Across:
1. It convinces the reader of the writer's point of view.
4. This can be measured and observed.
5. This word that identify things, places, and events that
can be measured and observed.
7. Pattern of development of writing that discusses
elements that are similar.
9. It defines how something works, what it is made for,
and what it can do.
11. It allows the reader to visualize precisely what each
person in the story is doing at any given time.
Down:
2. A pattern of development which ultimately describes
how, when, and where an event or occurrence actually
happened.
3. It gives no room for misinterpretation and can be
used for reference for the rest of the text.
6. This is another pattern that we can use to express
our thoughts. The manner of expression using this style
may vary, though generally it follows the pattern of statement, explanation and example.
8. Contrast in writing discusses elements or ideas that are different.
10. This discusses the effects of the term and how it is useful in certain subjects.
12. It helps to define something by going back to its origin.

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.

Page 1 of 18
Subject: Reading and Writing- Module 1
 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 – it 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 – they give the paragraph life as it elaborates on the scope given by
the topic sentence.
 Clinching sentence – it 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.”
PATTERNS OF DEVELOPMENT
Each person has a different purpose of writing. There are also particular characteristics that a
writer must remember in order to convey the right information of the discourse to the readers.
The following patterns of development are used in multiple fields and types of media that require
written text.
1. NARRATION
Narration is the most basic pattern of development. When a writer puts down an idea,
he is then considered as the narrator of the literary work. What is this narrator's point of view? Is
he omniscient, or restricted to a single view (his own)?
More importantly, narration is a pattern of development which ultimately describes how,
when, and where an event or occurrence actually happened. The narration virtually constructs
the world as the reader sees it from the text. From how the people think, speak, and work in a
particular setting at the time of day, and by which sequence of events are presented; these are
all conventions of narration.
Example:
“It was late spring the last time we saw Ross. He was standing at the edge of the hill, and he never so much
as looked up even though we were sure he knew we were there. There was a bunch of flowers clutched to his fist,
but there really was no reason for him to be standing there. We knew that Carrie wasn’t coming to see him. But he
stood there anyway, waiting, even as the afternoon sunlight deepened towards the evening. He must have been
standing there for hours.”

There are certain features that can be found in most narratives and are utilized to further
present the setting or scenario for a reader. Each feature presents a different aspect of the
narration, bur the sum of which paints the entire vision in the mind of the reader as the story
takes place. Without these features, the narrative would become stilted, vague, and generally
incomprehensible.
The following are the components that build up a story in itself.
1. Logical actions. These actions are conceivably happening within the narrative. The
actions need not only be on the physical level, but will also be related to mental
reasoning of the characters themselves.
These logical actions are considered the very movements within the plot or the narrative that
drive the characters forward, be it during a dialogue, or within a scene, it allows the reader to
visualize precisely what each person in the story is doing at any given time.
Examples:
“We saw...”
“He was standing...”
“We knew.”
“He reached for...”
“They waved...”
2. Way of narration. This refers to how the writer presents the story. It includes the
pace by which scenes are given out; if they have had enough time to be fleshed out of
properly depicted for a reader, or if they were hurried through.
While a story is a sequence of events, there must be a natural progression of time to these
events, with natural breaks in between. Rapidly shifting progression events or actions without
some elaboration is generally not seen as “good writing particularly in fiction. Time skips are
also mostly seen in diary or journal-style stories where one day goes into the next.
But beyond this, one must consider the pace of the events. Narration can help pace the
story by adding more depth to things currently happening, by describing more details and
actions taking place within the span of time, the writer is able to pace the viewpoint of the
reader.
Examples:
 Clipped narration: “He came and talked to us. Then he left the house and then he drove the car back home.”
 Paced narration: “He came and talked to us for a few moments. He seemed upset, but he managed to get
through all the bad news. Shaking our hands before he left the house come twilight, he seemed to feel better
Page 2 of 18
Subject: Reading and Writing- Module 1
 now that he had delivered the news. He waved from the car as he pulled out of the driveway, narrowly
missing the mailbox again, and drove off to return home.”
3. Terminology. It places emphasis on the fact that concepts are critical to the narration.
When narrating, writers must choose how to address terms that is either concrete or
abstract, and specific or general observations. Once writers know which ones, they want
to use, they are able to paint a more appropriate setting.
Concrete terms are words chat identify things, places, and events that can be measured and
observed. These are terms that oftentimes have a physical manifestation in our world, such as
spoon, dog, and house. The meaning of concrete terms is constant throughout time.
In contrast, abstract terms refer to ideas or concepts that are intangible, such as the
concept of love, freedom, and feminism. The meaning of abstract terms can vary from context to
context, such as when freedom is used to denote being “free of responsibilities,” as well as “free
from bondage or slavery.”
In addition, general terms are commonly used to denote groups, while specific terms
refer to an individual component of that group. For example, the word furniture, a general term,
can refer to a number of items, such as cabinets, desks, and chairs, which now serve as the
specific terms.
Specific terms can be further broken down to identify a more specific item. For example,
from the word furniture, we can break it down to tables, and then study table. The image in the
reader's mind becomes clearer as we become more specific.
In narration, concrete, abstract, specific, and general terms can be used as follows:
 Concrete: “He was shivering violently from the cold.”
 Abstract. “The joy in the air was palpable.”
 General “He gave her a piece of jewelry.”
 Specific: “Each green stone had fire in its facets.”
2. DESCRIPTION
Description is simply the pattern of development which goes into details about a
specific object, person, or location, in order to firmly set its appearance into the readers’ minds,
this when the readers get to see with their minds’ eye what the writer is trying to present before
them. The guideline to remember with a description is that it answers the question: “What does
it look like?” or “What are its characteristics?”
Without description, the text would become dry and incomplete.
Hence, the reader would have difficulty grasping the appearance of
a concept, whether it is a time, place, object, or person, these
concrete descriptions make the readers visualize the situations
more thorough, As a result, the reader becomes more immersed
with what they are reading, and with every detail, everything
becomes more realistic to them.
Example:
“The glade was strange. There were vines that looped and leapt from one branch to another, forming a
massive canopy over the clearing. The dome of branches dappled the lances of sunlight falling in. Flowers, unlike
anything I’ve ever seen, blossomed in cracks of mossy stone and peeking through the leaves. Past the tall columns
of the dark trees crept over with vines was a massive pool of water that mirrored and rippled the sunlight. And in the
middle of that pool was a lone circle of grassy land.”
The best way to explain the description process is that, as with everything, moderation is the key.
Excessively describing everything to the very last detail could result in large chunks of text that the reader might skip
over as it ultimately leaves nothing to the imagination of the readers. This can become tedious for the reader to
completely absorb.
The ultimate goal of a description is to give the reader a clear and vivid idea of what is being described.
Supporting details will also contribute to this understanding, and will guide the reader in following the sequence of
events.
 There are two varieties of description that a writer can use. These are objective
and subjective.
1. Objective description. This form of description looks into factual and scientific
characteristics of what is being described as objectively as possible, oftentimes used in
specific and reportorial writing such as encyclopedias or textbooks, this form of
description aims to present an objective. The author, therefore, stays away from
emotional impressions of responses and instead, describes the scene as it is. This also
used in fiction to explain real concepts such as physics and mathematics, just like in the
movie The Martian. It has a first-person point of view of Mark Watney, who regularly
makes use of mathematical explanations to explain the rationale behind every action in
trying to survive on Mars.
The Acer barbatum is a small to medium-sized, deciduous tree usually ranging from 15 to 25 m. (50 to 80 ft.) tall
when mature. Its bark is light gray and smooth on younger trees, and it becomes ridged and furrowed with age.
Leaves are opposite and shallowly to deeply palmately lobed, with a few blunt teeth but no serrations. The leaf
sinuses are rounded, unlike those of red maple (Acer rubrum) which are sharply V-shaped. Also, the sides of
terminal leaf lobes are more or less parallel, while those of red maple are widest at the base, tapering to the tip.

Page 3 of 18
Subject: Reading and Writing- Module 1
 2. Subjective description. This is the sort of description that the author would normally
use to “paint a picture” of how he sees a character, or how he wants the reader to see a
character. It is also used in a literary discourse when there is a stereotyped image that
can be attributed to a person, place, or an event. For example, a strict teacher would
connote a stiff, unapproachable, and inconsiderate person. It is the most common form
of description, particularly in fiction.
Example:
My mother had hair so dark that it looked like a waterfall of ink. She always kept it in a braid that fell to her
slim waist, and always tied with a plain black band. The braid of black slung over her shoulder, the plaits
shining like scales.

3. DEFINITION
The goal of a definition is to ensure that the reader understands unfamiliar terms used in
the story. This occurs when there is an object or fact in the story that the writer does not want to
explain through context clues. It gives no room for misinterpretation and can be used for
reference for the rest of the text. It is much the same as how a dictionary presents a specific
term, and then carefully defines it as it is used within a scope of language.
Definition as found within a text, regardless of whether it is creative or formal, can sound
very much like an encyclopedia excerpt. Pertinent facts surrounding a term are described to
solidify the word and set its significance into the readers’ minds. It will always be linked back to
the main discourse of the text in order to amplify its significance to the overall content.
Oftentimes, a definition paragraph (also called an essay) is used as a form of
foreshadowing where it becomes vital to the plot later on. This is deliberate in order to bring the
reader’s attention to it and to further give relevance to the story.
There are two varieties of definition paragraphs. These are scientific and subjective.
1. Scientific definition. A scientific definition is very important particularly when it
comes to complex and technical terms, such as in sciences where the terminology is specific
and extensive. To write accurate scientific definitions, writers would have to be objective and
use analogies that are easily identifiable for the readers who may not have background
information on the topic. This also refers to defining concepts in the most factual way, which is
often used in scientific, proper, or real-world facts.
Example:
The Coming of Age ceremony in Japan, also known as a seijinshiki, is a group ceremony wherein
adolescent: who turn twenty years old (no longer considered minors, and therefore ready to take on the
responsibilities of adult: life) gather together on the second Monday of January. They hear from many distinguished
speakers and at the end of the ceremony, small gifts are handed out. Many of these young people wear traditional
Japanese clothing appropriate for the traditional event.
2. Subjective definition. A subjective definition can be used to define objects in a more
personal way. It is usually derived from the author’s own experiences and opinion; this form of
definition is often used by a writer to state something from the point of view of the characters or
in relation to the setting. This definition may apply only within a clearly given context. Definition
is by far the most prolific in science fiction and fantasy pieces.
Example:
The Hole is what everyone called “the last shipyard down Aurora Bay,” mainly because by the time any ship gets to
the end of Aurora Bay, it would be nothing more than tatters. It is run by the hardy harbor master named Tomlin,
known for his quick hand with a spanner.
While there are different types of a definition paragraph, the author must still identify the term that is being
defined so that it is clear to the reader what it means. The term could be emphasized by the following:
 Characteristics or features. This can include physical features and behaviors, such as the
physical features of an animal or a plant.
 Function. It defines how something works, what it is made for, and what it can do, such as
defining an automobile as a vehicle that runs on four wheels and can transport people from one
place to another.
 Effect. This discusses the effects of the term and how it is useful in certain subjects. For
example, the definition of photosynthesis clearly explains how vital it is in transforming energy.
 Origin. Sometimes, it helps to define something by going back to its origin. Such is the case
when you provide a history of an object which therefore puts into context its current meaning. For
example, the term wimp comes from the word wimple, which is used by medieval women in
Europe. This can then denote that a wimp is someone who simply bows down to more superior
beings, such as men, because in medieval Europe, women are not allowed to go against the
wishes of men.
4. CLASSIFICATION AND EXEMPLIFICATION
This pattern of development is the process by which a piece of information becomes
classified according to a specific category. This also applies to describing a classification of
beings, persons, or objects. Ultimately, this process’ function is to determine a set of specific
characteristics that apply to a single demographic of people described within the text.

Page 4 of 18
Subject: Reading and Writing- Module 1
 This method of “filling criteria” makes the reader see comparisons between different
varieties of classifications. Its concept is similar to how music is classified by genre, and the
genre is ultimately what defines their features.
A good rule of thumb to determine if what you are looking at is an exemplification or
classification paragraph is if the information can fit comfortably into an organization table. With
each criterion as a different column, the traits that make each criterion unique can be listed
below. Unlike simple comparison and contrast, there should be various traits described to fall
only under one specific item in the criteria.
Signal Words for Classification
another classified as one kind the last group
another kind final type the first category the next part
Signal Words for Exemplication
after all for instance, namely that is
as an example, in other words, put another way to be specific
consider the following in particular specifically, to clarify
for example, in short stated differently to illustrate
Example:
“Each Hogwarts House tends to favor a particular type of student to admit into its space. Gryffindors are
brave, Hufflepuffs are just, Ravenclaws are clever, and Slytherins are ambitious. Students who have qualities that fall
under two or more of the selected qualities of a House tends to become a ‘hat stall’ while sitting under the Sorting
Hat, as it tries to decide which house to put the student in.”

5. COMPARISON AND CONTRAST

Comparison in writing discusses elements that are similar while contrast in writing
discusses elements or ideas that are different. A compare-and-contrast essay, then analyzes
two subjects comparing them, contrasting them, or both. However, its purpose is not to simply
state the obvious but rather to illustrate subtle differences or unexpected similarities between
two subjects.
As a writer, you should help the readers see how these two ideas are similar or different
by showing them its advantages and disadvantages so they are able to weigh the pros and cons
before they make judgment or decision.
The following are helpful signal words for effective writing:
For Comparison For Contrast
in the same way Yet
by the same token And yet
Similarly, Nevertheless
In like manner Nonetheless
likewise After all
In similar fashion But
However
Though
otherwise
On the contrary
Notwithstanding
On the other hand
Example
My sisters are as different as yin and yang in terms of personality, appearance and intelligence. Tina, the
middle child in the family, prefers staying at home than going out with her friends. She is slim, petite and has dark
skin. As she is not sociable, she finds friends with the characters from the books she reads most of the Lesson 5
Comparison and Contrast 14 time. In addition, she is very clever in subjects like Math and Science which made her
graduate with Highest Honors from Senior High School. In contrast, my youngest sister, Joni, is the opposite. She
has an outgoing and friendly personality. There is never a dull moment as she is always ready with stories to tell. She
is tall with a round plump face and fair skin. Being the youngest in the family, she is often asked to perform during
family gatherings since she sings and dances well. My sisters may be different from each other but they adore one
another.

6. CAUSE AND EFFECT

There is an adage which says, “Every action has an equal and opposite reaction.” This is
very true in this pattern of development by which the plot is driven. It is not merely the
characters in a story or one setting that drives the narrative forward, but it could be something
that occurs previously which then in turn causes another event to occur.
This is often used to present character motivations. It answers questions such as, “What
caused this to happen?” “What happened after that?” “Why did it happen?” and “Why did not
anything happen?”
Typically, in a single paragraph, one is more emphasized than another. Particularly are
novels where the cause could begin simply, and then after a series of set offs, a chain reaction
of events follows, driving the novel’s plot forward. In academic or formal writing, a report also
uses cause and effect. They begin with the effect of an incident and explain to the public the
cause.

Page 5 of 18
Subject: Reading and Writing- Module 1
 https://bit.ly/2IR26CC
Example:
“Following the hurricane, entire towns and communities were left devastated. In the wake of the
storm, nearly 500,000 people were displaced, searching for a place to go to. The loss of entire
communities then caused a significant drop in the quality of life among the survivors. With the storm
having washed away entire livelihoods and even any means to recover these livelihoods, the survivors
stood starving and could only rely on the help of the government.”
Causes and effects can be written in two ways. A paragraph may either emphasize
the cause or the effect.
1. Paragraph emphasizing cause. As the name implies, this emphasizes the cause and
goes into detail about it while the effect is subtly expressed in the sentence.
2. Paragraph emphasizing effect. This one emphasizes the effect and goes into detail
about it, with the cause subtly hinted at the paragraph.
Example:
“One more delayed payment for the house rent and it would soon be gone. They would be left homeless.
The children will have to stop going to school, and she would have nowhere to go to.”
In this paragraph, because of a delayed payment for house rent, the family will have
nowhere to go and the children will be homeless. It focused on the effects of the late payment
rather than why the payment was late in the first place.
7. PROBLEM-SOLUTION
Similar to cause and effect, problem and solution go hand in hand as a process. This
pattern is most commonly found in scientific papers, which presents a problem, and then
describes the way this problem was solved or remedied by way of the scientific process.
A problem and solution paragraph in a text begins by identifying the problem or situation,
and later on presents a solution to a problem. However, the solution may not be stated
immediately after the problem. The problem is essentially the “cause,” and it moves the events
forward until a solution to it could be found.
The problem is ultimately something that the text seeks
to resolve. Whether the problem is resolved within a few
pages or all the way to its conclusion is left to the writer’s
discretion. What is important is to identify in the first place
what the problem is, and what the precise solution is. The
progress from problem to solution is more heavily detailed in
scientific research papers, while creative writing may take less
obvious routes to reach its solution.

Example:
“So, there I was standing with no car, no shoes, no phone, and absolutely no one to ask help from. What
else are you going to do when stranded at the side of a desert road with the nearest town not for another eleven
miles? You hoof it of well, seeing as how I had no choice, I decided that going somewhere was bet standing there
under the boiling sun and preparing to die. So, walk I did. It was just eleven miles; how bad could it be”
The problem could range from a minor to a major one. One definition of a plot that it is the overall “problem,”
and chat the rest of the events throughout the text is a for a “solution.”
In formal and scientific papers, the problem is presented as the thesis statement. This thesis statement is meant to be
answered in the research paper through the information that can possibly be found in the body of the text. The
conclusion is essentially the “solution.”
Example:
Consumption of processed and convenience foods have led to an increase in obesity and reduction in the
fitness level of the adult population. In some countries, especially industrialized ones, the number of obese people
can amount to one third of the population. This is significant as obesity and poor fitness lead to a decrease in life
expectancy, and it is therefore important for individuals and governments to work together to tackle this issue and
improve their citizens’ diet and fitness.
Obesity and poor fitness decrease life expectancy. Overweight people are more likely to have serious
illnesses, such as diabetes and heart disease, which can result in premature death. It is well known that regular
exercise can reduce the risk of heart disease and stroke, which means that those with poor fitness levels are at an
increased risk of suffering from those problems.
Changes by individuals to their diet and their physical activity can increase life expectancy. There is a
reliance today on the consumption of processed foods, which have a high fat and sugar content. By preparing their
own foods, and consuming more fruits and vegetables, people could ensure that their diets are healthier and more
balanced, which could lead to a reduction in obesity levels. In order to improve fitness levels, people could choose to
walk or ride a bike to work or to the shops rather than taking the car. They could also choose to walk upstairs instead
of taking the elevator. These simple changes could lead to a significant improvement in fitness levels.
Government agencies could also implement initiatives to improve their citizens eating and exercise habits.
This can be done through education, by adding topics to the curriculum about healthy diet and lifestyle. Government

Page 6 of 18
Subject: Reading and Writing- Module 1
offices may also provide more bike lanes or increase vehicle taxes. While some might argue that increased taxes are
a negative way to solve the problem, it is no different from the high taxes imposed on cigarettes to reduce cigarette
consumption.
In short, obesity and poor fitness are significant problems in modern life, leading to lower life expectancy.
Individuals and government agencies can work together to tackle this problem and to improve diet and fitness. Of the
solutions suggested, those made by individuals themselves are likely to have more impact, though it is clear that a
concerted effort with the government is essential for success. With obesity levels in industrialized and industrializing
countries continuing to rise, it is essential that we take action now to deal with this problem.

8. PERSUASION
There are instances when the writer's opinions may seem unorthodox of unusual and the
writer would then have to resort to persuasion to convince the reader of his message. This is
done by utilizing persuasion as a pattern of development, as it convinces the reader of the text’s
message or platform. It provides strong data that backs up the writer's opinions which then
leaves little room for contradictory opinion.
This discourse, which seeks to influence the readers to take some action, is also meant
to present information that will cause the reader to believe the justification of the message found
in the text. Oftentimes, this process, as used on a personal level, is meant to discuss the writer’s
opinion on the subject. A text that presents the opinion of the writer is considered “persuasion,”
which convinces the reader of the writer's point of view.
Persuasion paragraphs can be found in nearly all fields. In journalism, opinion pieces
and editorials fall under the persuasion pattern. In creative writing, a character might speak in a
persuasive dialogue that explains his motivations for an action. Formal and scientific writing,
such as book reports, reaction papers, essays, and documents pertaining to a field experience
could also use persuasion as a pattern of development.
For as long as the text aims to strengthen a point of view of the writer by using convincing
evidences that make the readers take some action, it follows the pattern of persuasion.
Example:
“Dear Linda, thank you for your letter. I must say that I disagree with your view. Vaccinations are actually an
extremely necessary part of keeping everyone, including your own children, safe from disease. The herd immunity
that protects us all is only strong as long as everyone continues ensuring that their children are vaccinated. There are
children who, for medical reasons, cannot receive vaccination, and therefore are relying on the immunity of the herd.
To not vaccinate your children would be risking so many more in danger to diseases that the human race has nearly
eradicated.”
In the example above, the writer supplies his opinion, which is backed up with facts or
information relevant to the topic that has caused him to think this way. Through this, the readers
could be persuaded to think of things in the same way as the writer. This also works in first-
person narratives in fictional novels, wherein the restricted view of the protagonist is meant to
persuade the reader of the justification of his actions.

Activity II GIVE IT! Present what you have known about a well-written text.

PROPERTIES OF A WELL - WRITTEN TEXT

A paragraph is a series of sentences that are organized, coherent, and are all related to
a single topic.
For a paragraph, or for any composition, to be effective, it must always consider the
properties of a well-Written text. These properties are: Organization, Coherence and
Cohesion, Language Use, and Mechanics.
1. 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

Page 7 of 18
Subject: Reading and Writing- Module 1
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 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.
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 topic of aura
 Middle: Definition and evidence of existence of auras
 End: Ending message about forces in the world

2. 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.
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
favorite colors was inspired by the colors of the painting, but the writer does not make this clear.
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.

Page 8 of 18
Subject: Reading and Writing- Module 1
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.

3. 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.
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.
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 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:
 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 “anarchy” (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).

Page 9 of 18
Subject: Reading and Writing- Module 1
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 ant disestablishment assemblage and the administrative political
body.
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
4. 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.
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

Page 10 of 18
Subject: Reading and Writing- Module 1
 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

Activity III CLAIMS. Identify the kinds of claims and give the meaning of each.

EXPLICIT AND IMPLICIT CLAIMS IN A TEXT

Critical reading enables you to distinguish the explicit and implicit information provided
by the author. Explicit information is information that is clearly stated in the text. Implicit, on
the other hand, are ideas suggested in the text but not directly stated. This is where the ability to
make inferences based on clues within the text is applied.
Through proper identification of explicit and implicit information, the critical reader can
properly evaluate the claim/s made by an author. Claims state the point or position of an author
regarding a certain topic. The claim statement is further proven by supporting details from
various resources and reliable evidence.
A claim is a statement that is not considered accepted by all. It may be unverified or
controversial to a certain degree. It is usually related to one side of the issue. Claim is also
called a position. A claim is argumentative and specific.
This information can be explicit or implicit. Explicit and Implicit come from the Latin
words, explicitus and implicitus, which mean “to unfold” and “to entwine,” respectively.
Tiongson (2016) gave the following characteristics of good claims:
1. A claim should be argumentative and debatable. It is expected for a written text to yield objections and
opposite perspectives to appear for readers of a text that supports a certain stand on a topic. Completely
factual texts are not considered debatable.
2. A claim should be specific and focused. With the statement of claim limiting the scope of the written text, it
must be noted that claims must be focused on a single topic alone to arrive at an equally concise and
specific result or conclusion.
3. A claim should be interesting and engaging. It should capture the interest of readers at first glance and
encourage a healthy discussion on the topic.
4. A claim should be logical. The evidence supporting the claim must be reasonable at its best.

Here are some questions to help you determine the writer’s claim while you are reading a text:
 What is the author’s main point?
 What is the author's position regarding it?
Now that you know the characteristics of a good claim, you will be introduced to the different
types of claims that a writer can make: fact, value, and policy. You can usually determine this by
examining the type of questions they answer about the text.
Types of Claims
1. Claims of Fact (COF) are often qualified by such terms as generally, probably, or as
a rule. And, to verify whether these statements are claim of fact or not, ask these
questions:
Is it debatable? Is it verifiable? Is it specific? Can it be solved objectively?
Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive
Proof requires:
 sufficient and appropriate grounds
 reliable authority
 recent data
Page 11 of 18
Subject: Reading and Writing- Module 1
  accurate, typical data
 clearly defined terms -no loaded language
 a clear distinction between fact and inference
EXAMPLES OF CLAIMS OF FACT
 The oldest known disease in the world is leprosy.
 Generally, obesity causes health problems.
 Neil Armstrong was the first man to step on the moon.
 The first Mindanaoan President is Rodrigo Duterte.
 The earth is warming rapidly

2. Claims of Value (COV) assert something that can be qualified. They consist of
arguments about moral, philosophical, or aesthetic topics. These types of topics try to
prove that some values are more or less desirable compared to others. They make
judgments, based on certain standards, on whether something is right or wrong, good or
bad, or something similar.
Claims of value attempt to explain how problems, situations, or issues ought to be valued. To
discover these explanations, you may ask the following questions:
 Which claims endorse what is good or right?
 What qualities should be considered good? Why?
 Which of these values contend with others? Which one are more important, and why? Whose standards are
used?
 What are some concrete examples of such values?
Claim of Value
It is wrong to make noise when someone is speaking.
Gay marriage is immoral.
It is better to be feared than loved.
Cheating is not good.
No ID rule is a good idea.
Buying a house is a lot better than building it.
3. Claims of Policy (COP) advocate a specific course of action. These assert that
specific policies should be instituted as solutions to problems.
Claims of policy argue that certain conditions should exist. Almost always "should" or "ought to"
or "must" are included in this claim.
Claims of policy because they defend actionable plans, usually answer “how” questions.
The following questions will be useful in evaluating a claim of policy:
 Does the claim suggest a specific remedy to solve the problem?
 Is the policy clearly defined?
 Is the need for the policy established?
 Is the policy the best one available? For whom? According to whose standards?
 How does the policy solve the problem?
Claim of Policy
The mayor should suspend the classes today.
I should vote for Duterte.
You must send your children to private schools.
The government should legalize medicinal marijuana.
The Boy Scouts should not have to include
gay scout leaders.
Local Malls should provide more parking spaces.

Activity IV FILL ME. Using a Venn diagram, write the similarities and differences between
hypertext and intertext.
Hypertext Intertext

CONTEXT OF TEXT DEVELOPMENT

Page 12 of 18
Subject: Reading and Writing- Module 1
 The way writers shape their texts is dramatically influenced by their CONTEXT. Writers
decide how to shape their sentences by considering their contexts.
Context is important as a foundation for the author in constructing his/her written text.
This includes how the writer has researched the topic and how he/she organized the content.
Moxley posed the following questions on the analysis of context:
1. What is going on in the world of readers that will influence the reader’s thoughts and feelings about the
document?
2. Does the intellectual content of the document rest on the shoulders of other authors? Will readers expect
the author to mention particular scholars or researchers who did the original, ground-breaking work on the
subject you are exploring?
3. What background information can you assume your reader is already familiar with?

Hypertextuality according to Amaral, 2010, is simply a non-linear way of presenting

information. Rather than reading or learning about things in the order that an author, or editor, or
publisher sets out for us, readers of hypertext may follow their own path, create their own order
– their own meaning out the material.
This is accomplished by creating “links” between
information. These links are provided so that the readers
may “jump” to further information about a specific topic
being discussed (which may have more links, leading each
reader off into a different direction).
Instead of reading or learning about things in the
order predefined by an author, an editor or a publisher, the
readers of a hypertext can follow their own path, create their own order – their own meaning out
of the material.
Hypertext is text which contains links to other texts. The term was coined by Ted Nelson
around 1965. It is when you type a word and attach a link to that word so that upon clicking on
that word, the reader is sent to the site attached.
Hypertext is the foundation of the World Wide Web enabling users to click on link to
obtain more information on a subsequent page on the same site or from website anywhere in
the world.
Hypertext materials include pictures, video materials animated and audio illustrations. All
those possibilities make hypertext materials content high and suitable for educational purposes.
Hypertext connects topic on a screen to related information, graphics, videos, and music
– information is not simply related to text.
This information appears as links and is usually accessed by clicking. The reader can
jump to more information about a topic, which in turn may have more links. This opens up the
reader wider horizon of information to a new direction.
A reader can skim through sections of a text, freely jumping from one part to another
depending on what aspect of the text interests him/her. Thus, in reading with hypertext, you are
given more flexibility and personalization because you get to select the order in which you read
the text and focus on information that is relevant to your background and interests.
Take a look at this example:

Every time you search on the web, you see words or clusters of words that are
underlined and are in blue. When you click these words, you will be transported to another site.
Hypertext is a new way of reading a text online. It collects every available data but this
exhaustive inclusion exposes the reader to a wealth of irrelevant material. While intertextuality
banks on its text-generated constraints on the reader’s perceptions, hypertextuality is a reader-
generated loose web of free association.
Information directly/indirectly related to the topic written may be referenced through
hyperlinks in which the reader can access the direct source or reference through a single click.
Hypertextuality, although opens up to a wide variety of mostly irrelevant information,
gives the reader the free will to personalize his or her analysis of the text. The reader may

Page 13 of 18
Subject: Reading and Writing- Module 1
choose to focus only on the information that is related to his/her background, thus creating a
personal meaning out of the given material.
When reading, the readers try to make meaning of the material that they are absorbing
through many different processes. Unintentionally, sometimes, the patterns in the materials read
are apparent in another text. Theorists term this as intertextuality.
Intertextuality, is also the modelling of a text’s meaning by another text. It is defined as
the connections between language, images, characters, themes, or subjects depending on their
similarities in language, genre and discourse. Intertextuality, as defined by Tiongson (2016), is
the modeling of a text’s meaning by another text. Intertext is the relationship between texts and
how culture and other writers influence a text. This is often seen on works wherein the author
borrows and transforms an existing text or when one references a text on his own written work.
The text will then contain a wide accumulation of cultural, historical and social knowledge.
Intertextuality, as a literary device, “is the complex interrelationship between a text and
other texts taken as fundamental to the creation and interpretation of the text” (Merriam Webster
Disctionary, 2015).
Intertext excludes irrelevant data. It underscores the main point/s of the text by making explicit
those data that are only implied or presupposed in the text, thus defining their relevance.
Spurred by this context, a healthy dialogue among different texts and interpretations, audience,
is born.
As readers, the ability to create connections among various texts enhances the meaning of the
reading material.

Activity V
A. FIND ME. Read the paragraph below and identify the topic sentence.
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:
________________________________________________________________

B. DESCRIPTIVE. Read the paragraph below and answer the questions that follow.
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 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 most, because they are so wrapped up in their busy, hectic life. Then
Page 14 of 18
Subject: Reading and Writing- Module 1
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 from being nice, 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 hang out 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 three types of friends?
2. What basis is used by the author to classify friends?
3. How does the author develop the classification essay?

C. CAUSE AND EFFECT. Read the passage below and answer the questions that follow.
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 requires
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 these effects include increasing hand eye coordination and
increasing dexterity mental skills; a decrease interest in other interest 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 game 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 concern about this phenomenon and they are urging the children to not spend so much time
playing video games. Many new video games 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 takes 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?

D. ARRANGE TO CREATE! Create a coherent paragraph by arranging the following jumbled

sentences. Do not forget to observe proper mechanics in writing your paragraph.
1.
 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.
2.
 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.

E. FIND ME. Read each of the following paragraphs. Find the sentence that does not belong to
the paragraph to make it more coherent and cohesive.

Page 15 of 18
Subject: Reading and Writing- Module 1
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!
F. ARE YOU PROPER? Put your NAME if the phrases or sentences are following the proper
mechanics. If the words or phrases are incorrect, rewrite to make it correct.
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.
G. DETERMINING CLAIMS. Read and identify the types of claims used in each statement.
Write COF for Claim of Fact, COP for Claim of Policy and COV for Claim of Value.
1. The use of civil disobedience during the Martial Law struggle was reasonable, moral, and
necessary.
2. The private ownership of automatic and semi-automatic weapons in the Philippines should be
banned.
3. The possibility of an asteroid or meteor hitting Earth is great enough that the Federal
government should be finding plans to prevent it.
4. The death penalty if used in the Philippines will be ineffective and impractical.
5. The death penalty if applied in the Philippines will be immoral.
6. Recovered memory should be disallowed as evidence in Philippine courts.
7. Opera is not as entertaining as musical comedy.
8. Generally, public secondary schools in America are not adequately preparing students for
college.
9. Fetal tissue research should not be funded by the Philippine government.
10. Fetal tissue research is wrong.
H. FIND THE CONTEXT. Read the essay and identify the context with which the text was
written by answering the questions that follow.
DIGITAL BAYANIHAN AMID COVID-19
Experts all over the world believe that to mitigate the effects and end the spread of the Novel Coronavirus
disease (COVID-19), all sectors of the society must work hand in hand to fight the deadly virus.
It is not the sole responsibility of the government to stop the global pandemic, and it is imperative for people
to join in the efforts and collectively stop the virus from further infecting anyone.
This rings true in the Philippines, where the spirit of bayanihan is slowly being revived amid the onslaught of
natural and man-made catastrophes that struck the whole country during the first three months of 2020.
Various non-government organizations and even individuals have started calling on Filipinos to help in the
war against the pandemic, whether it’s through volunteerism or through monetary donations.
Donations drives have been launched by various groups to help protect frontline healthcare workers from
the virus. These came amid the reported scarcity of personal protective equipment (PPEs) in hospitals.
Likewise, groups and individuals are seeking support to fund relief goods for the families that are in need of
food and personal hygiene kits, as major cities and provinces and provinces impose in their own community
quarantine protocols.

Page 16 of 18
Subject: Reading and Writing- Module 1
 There are hundreds of more donations drives that are hundreds of more donations that are happening
across the Philippines today, signaling the strong revival of the Filipino culture of Bayanihan—only that with the strict
implementation of community quarantines and social distancing protocols, donations are facilitated through mobile
phones.
Source: globalnation.inquirer.net (posted March 2019)

1. What is going on in the Philippines while this text was written?

2. What is meant by BAYANIHAN?
3. How is bayanihan during the pre-colonial Philippines different from bayanihan during the pandemic?
4. How are things different in the Philippines during the pandemic?

Activity VI
A. HOW WELL CAN YOU WRITE? Write a minimum of one paragraph employing each of the
text structures discussed (one pattern, one paragraph). Be guided by the following prompts:
a. Narration – narrate how you prepared for the opening of classes this year.
b. Definition – make a definition of the different classifications of community quarantines in
the Philippines.
c. Description – describe how COVID-19 affected the mobility of people.
d. Comparison and Contrast – note the similarities and differences in the local educational
setup before and after the global pandemic.
e. Cause and Effect – note the possible reason behind the continuous increase of COVID-
19 cases in the country.
f. Problem and Solution – What are some problems in modular and blended learning
approach in education? Propose possible solutions for each.

B. WRAP-UP. Read and analyze the essay below and fill in the table with the claims that are
present in the essay.
EDUCATION IN THE NEW NORMAL
Ching Jorge
If last year’s enrollment figures are to be a basis, the Philippine education system will be expecting around 27
million students to enroll in the Basic Education System in the coming school year. With the early closure of the school
year in March, the enhanced community quarantine in effect, and the still unclear future that the COVID-19 pandemic
will bring, the Department of Education (DepEd) and our millions of learners are facing enormous challenges.
In a recent evaluation on ALS (Alternative Learning System) interventions done in the Mindanao region during
the quarantine period, platforms such as ICT4ALS, FB Chat, Google Classroom, the Aral Muna app, and DepEd
Commons emerged as the most common technological interventions used. Also popular are the use of radio-based
intervention — partnerships with local radio stations to announce questions or lessons that can be replied to by phone.
There are also the door-to-door delivery of worksheets, take-home learning activity sheets, and take-home portfolio
completions. These modalities are being used and explored during the quarantine period and will serve as key learning
points for implementation in the bigger education system.
While home school and online learning are among the proposed solutions, access to technology and the
internet, especially in remote areas, remains a challenge. In the public education system, it is not uncommon for
students to lack internet connection at home or be unable to afford to “load” their phones regularly. Some do not even
have computers or phones at all. As this is a reality that many schools, students, and communities will face, the DepEd
proposes a combination of different learning modalities and will be using the Blended Learning approach.
In-classroom study and individual study/online classroom work, or Blended Learning, will allow students to
learn at their own pace under guided modules. The DepEd has launched an online study platform called DepEd
Commons, accessible to both private and public schools, to help students continue their lessons. It has also developed
an ALS platform in partnership with Unicef called ICT4ALS, a portal of learning resources, activity sheets, and online
tutorials for ALS teachers and learners.
However, the challenge of technology access still remains for public school students. Other factors such as
home environment (conduciveness to learning), learner attitudes toward home learning, and technology competence
can affect learner outcomes and the effective use of Blended Learning. Learning at home also requires parent
participation and support.
Education’s new normal will not just be about operating in an environment that secures the health of students;
nor will it be about completely transitioning to online modalities. Instead, it should be about using technology to increase
efficiency in areas with the capacity to do so, while empowering learners and communities to create positive learning
environments in which the student can grow. It should not sacrifice quality but continue to provide equal opportunities,
most especially to the marginalized and vulnerable sectors. It is not a one-size-fits-all solution, but one that is dependent
on the needs of each learning community.
While the DepEd carries most of the burden for this challenge, the role of local government units is crucial. An
alignment of resources and education goals within each community is needed to support the education ecosystem of
students, teachers, and parents and assist the adjustment to the new normal — home schooling, parent-as-teachers
training, community internet centers, a Citizen Watch for education, establishing LGU leaders as education champions.
While the future remains unknown, by working together to support and empower the education ecosystems in
our communities, we can help establish the structures that our students will need to receive the quality education they
deserve, and bring stability in a time of uncertainty.

Page 17 of 18
Subject: Reading and Writing- Module 1
 Paragraph Key Claim Types of Claim (Fact,
Number Policy, Value)

C. WE ARE SIMILAR. Are you familiar with the Harry Potter Series and the Lord of the Rings
Trilogy? If so, can you discuss what their similarities are? Do this in essay form.

Activity VII POST TEST. Read the following statements carefully and identify what is
being described in each number. You may choose your answer from the pool of words
below.
Hypertext Description Claim of Value
Intertext Context Paragraph
Claim of Fact Narration Claim of Policy
Mechanics Coherence Classification
Comparison & Contrast Cohesion Organization

1. A family that prays together stays together” is an example of what claim?

2. “Musical comedy is the best form of entertainment” is an example of what claim?
3. It asserts that specific policies should be instituted as solutions to problems.
4. Success of teaching depends upon the creativity of the teacher, is an example of
what claim?
5. “Gender equality needs to be strengthened in the academe” is an example of what
claim?
6. This creates a network of materials linked because of various connections.
7. It is the complex interrelationship between a text and other texts.
8. This refers to the occasion or situation that informs the reader about why a document
was written and how it was written.
9. This is the modeling of a text’s meaning by another text.
10. It is a non-linear way of presenting information.
11. It is a method of writing a paragraph by drawing pictures with words.
12. This method of paragraph development involves similarities and differences
between two things.
13. This gives a written account of an event or story.
14. This is a collection of related sentences with one central idea.
15. This pattern of development classifies or divides people, places, things or ideas into
categories.
16. This is achieved when ideas are logically and accurately arranged.
17. This refers to when the details of a paragraph are arranged according to the order in
which they happened.
18. It is a set of conventions on how to spell, abbreviate, punctuate and capitalize.
19. This means that the sentences are arranged in a logical manner, making them
easily understood by the reader.
20. To attain this property, one must be consistent with the use of pronouns.
Page 18 of 18
Subject: Reading and Writing- Module 1