Reading and Writing Skills

Reviewer for the 3rd Quarter and 2nd Semester

 LESSON 1: READING

READING is a complex cognitive process. Aside from this, it is also highly visual because it involves the
transmission of messages through the optic nerve.

READING PROCESS

Pre-Reading - This means drawing your background knowledge by looking at the title. It aims to induce the
reader's motivation to read and to activate their schema of background knowledge.
Activities involved during this stage includes previewing, freewriting, surveying, questioning, making
assumptions about the author, identifying the purpose, and selecting a reading system such as SQ3R (survey,
question, read, recite, review)

While Reading Stage - You may reread the text until you fully understand its meaning. The specific skills
in this stage include getting the meaning of words, through context clues, predicting inferencing, monitoring
comprehension, annotating the text, and reflecting.

Post Reading Stage - Checking how you understand the text. Skills include reflecting, summarizing,
paraphrasing, drawing conclusions, making graphic organizers & journal writing.

TYPES OF READING

 Developmental reading systematic instruction which aim to develop the learners' reading skills.
 Pleasure reading a more passive type of reading that primarily aims to provide enjoyment &
entertainment.
 Functional reading designed to help students learn functional reading ability.
 Remedial reading aims to correct the effects of poor teaching and poor learning.
  LESSON 2: WRITING PARAGRAPHS AND ESSAYS

 PARAGRAPH
- Organized around a topic sentence
- Contains introductory sentence
- Uses sentences to explain major points
- May use a concluding sentence

 ESSAY
- Organized around a thesis
- Contains introductory paragraph
- Uses paragraphs to explain maser points
- Always uses a concluding paragraph

A paragraph is composed of three major points: the topic sentence, the body which consists of the
supporting details, and the closing sentence.
 Topic Sentence: The central idea of the paragraph. It can be a stand or a comment, an objective
statement, or a question.
 Cohesive Devices: Transitional devices, pronouns, or repetition of ideas used in order for all of the
sentences to be linked properly.
 Supporting Details: Sentences that clarify and prove the main idea.
 Closing Sentence: Conclude the details that have been presented.
Unlike a paragraph, an essay has a more elaborate structure. It is divided into three general parts.

I. INTRODUCTION
A. Lead or attention-getter
B. Transitional statement
C. Thesis statement
II. BODY
A. MAJOR POINT 1
1. MINOR DETAIL 1
2. MINOR DETAIL 2
B. MAJOR POINT 2
1. MINOR DETAIL 1
2. MINOR DETAIL 2
C. MAJOR POINT 3
1. MINOR DETAIL 1
2. MINOR DETAIL 2
III. CONCLUSION
A. Restatement of thesis statement
B. Transitional statement/Reiteration of purpose, benefit, and recommendation
C. Closing statement
D.
Since the essay is made up of individual paragraphs, the rules of writing paragraphs still have to apply
Introduction
A lead or attention-getter is the first statement in the essay which aims to hook the readers. A composition
can have an effective lead through the use of provocative rhetorical question, statistics, startling statement,
anecdote, quotation, humor, or analogy. This is followed by transitional statement or the sentence which
links the lead to the thesis statement. Generally, a transitional statement provides a background on the topic.
In an argumentative essay, it includes the statement of the case and the arguments that will be refuted. The
last part of the introduction is the thesis statement which states the main idea or argument of the essay.
Transitional Paragraph
In some cases, a paragraph that does not directly provide support to a thesis statement is included in an
essay. It is called a transitional paragraph. Its major function is to bridge one paragraph to another.
Body
The body is the meat of the essay. It discusses the thesis statement in detail through its paragraphs. This is
where the topic is developed and where the arguments are laid out and discussed.
Conclusion
The concluding paragraph begins with the restatement of the thesis statement using a different structure and
wording to uphold the language style. This part is followed by a transitional statement that talks about the
recommendations, benefits of ideas presented, or purpose of writing the essay. Finally, a closing statement is
used to wrap up the essay. One strategy used for ending an essay with a bang is to link it to the attention-
getter in the introduction.

Properties of a Well-written Text

Knowing the parts of a paragraph and the essay will help you form the framework of your composition, and
knowledge of the aspects that make a well-written text will enable you to ensure the quality of your work.
More importantly, the message you want to communicate will effectively come through.

Unity
Unity is achieved when a composition contains one focused idea. In a unified text, all the supporting ideas
are relevant to the main thought. Without unity, the text will be confusing.

Coherence and Cohesion

Coherence and cohesion are achieved when ideas are logically, clearly, and smoothly linked to one another.
Without it, the reader may not be able to comprehend your composition. Although these two concepts are
interrelated, they are distinct. Coherence occurs when ideas are connected at the conceptual or idea level. It
can be seen through well-defended arguments and organized points.
Unlike coherence, cohesion is the connection of ideas at the sentence level. It can be readily seen in a text
through the smooth flow of the sentences and the connection of the ideas. Cohesion can be applied using
three techniques. The first one is through the use of pronouns to refrain from using a specific word
repeatedly. The second technique is through the use of transitional devices to connect sentences with linked
ideas. The last technique employs a repetition of keywords to tie up the paragraphs subtly.

Organization
Organization is achieved when ideas are logically and accurately arranged. Knowledge of the parts of a
composition is a great help in adhering to the correct organization of ideas. The sentences within a paragraph
must also be organized logically.

Language Use
The way language is used is one of the clearest indicators of a well-written text. It enables the writer to
effectively communicate ideas without confusing the reader. Effective language use is achieved by
observing the following time-tested principles in writing.
1. Use clear and concise sentences. On average, a sentence is 18 words long. Note that this does not require
every sentence to be composed of exactly 18 words.
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  Lesson 3: Explicit and Implicit Claims in a Text

Claims are arguments that require existence of a debatable issue. As an argument, it needs at least two sides
– negative and positive. The position, knowledge and authority on the subject will help an individual to
decide which category best suits the argument’s purpose.

Three Types of Claims:

1. Claim of Fact
Claim of Fact asserts that something quantifiable has existed, does exist, or will exist. It debates whether
the statement of the claim is correct or incorrect, valid or invalid, true or false. The goal in arguing for a
claim is to gain audience acceptance that something that is currently accepted as a fact or that something that
is not currently considered a fact, should no longer be considered as such. However, the goal in arguing
claim of fact is to get an audience to deny acceptance of some proposed new fact or to defend the status quo
that something that is fact should remain so.
Example:
A.) Lapu-lapu killed Magellan.
Here, it deals with assigning of motive of responsibility for historical actions.
B.) Tuberculosis (TB) and COVID-19 are both infectious diseases with similar symptoms.
Here, it deals with events of current importance.
C.) Oil prices will continue to rise.
Here, it deals with making predictions about nature of future events.

2. Claim of Value
Claim of Value asserts qualitative judgement along good–bad continuum relating to persons, events, and
things in one’s environment. It is making a claim that something is good or bad or one thing is better than
another. It calls into question a standard of comparison: bad as compared to what, good as compared to
what? It urges to define how value judgements are made in a particular situation, to argue for the definition
and to assess how well the person/thing being judged meets that definition.
Example:
A.) Jose P. Rizal is the greatest hero ever.
Here, the advocate would have to prove that Rizal meets the criteria for a great hero better than any other
Presidents.
B.) Coke is better than Pepsi.
Here, the advocate would have to define how better Coke is compared to Pepsi.
3. Claim of Policy
Claim of Policy is an argument that urges action. It asserts that something should or should not be done by
someone about something. It proposes some specific course of action but not necessarily be taken. The key
word in a claim of policy is the conditional verb “should” which implies that some action ought to be taken,
but not that it must or be taken. It requires the writers to prove that the solution actually works. It also needs
to identify who has the power to take the meaningful action in a situation.
Example:
A.) All professional athletes should be randomly drug- tested.
Here, sub-claims of facts which centers around the need for drug testing of athletes are needed.
B.) The teachers should deliver the learning kits five days prior to retrieval.
Here, some actions should be taken but not that it must or will be taken.