Discourse – SPOKEN

Connected Discourse (speech form) are the

spontaneous pronunciation changes in adjacent words
or sounds spoken at natural speed. Some of the most
common features of connected discourse are given
below:

1. ASSIMILATION – when the sound at the end of one

word change to make it easier to say the next word.
2. CATENATION – when the last consonant of the first
word is joined to the first vowel of the next word.
3. ELISION – means you lose a sound in the middle of a
consonant cluster, sometimes from the middle of a
word or from the end of the word.
4. INTRUSION – when an extra sound “intrudes”. There
are three sounds that often do this /r/, /j/ and /w/.
Although written connected discourse does often appear in
dialogues, short stories, novels and other forms of fiction,
keep in mind that it is not appropriate to use it in formal
writing.
Discourse – WRITTEN
TEXT – is a large unit of written language. It is actually a
connected discourse.
DISCOURSE – maybe an utterance, talk, speech ,
discussion, conversation or basically an expression of
ides. Text and discourse are one and the same only that
text is written ad discourse is spoken.

Thus, text is a group of ideas put together to make a

point or central idea.
 To understand the text
you need to make sure
that you’ll have to know
the basic information
ACROSS TEXT TYPE about text because the
awareness of that nature
will guide you in making
the decision as to how
you can make your
reading and writing
worthwhile and effective.
PROPERTIES OF A WELL-WRITTEN TEXT
Whenever there’s something to be done, most people try to
visualized the output so that they could check how close
they were in accomplishing the task.
You should be able to distinguish good writing from bad
one by just looking how organized the ideas are.
You are supposed to be aware that for a writer to be able
to express meaning in writing the writer must consider
unity, logical arrangement, appropriateness of language
use, proper grammar, punctuation, spelling and format.
All these are the characteristics of a well-written text.
PROPERTIES OF A WELL-WRITTEN TEXT
1. ORGANIZATION – refers to the arrangement of ideas
in a text.
2. COHERENCE – ideas are clear and logical or
consistent and something that makes sense as a
whole. Unified as a whole which means each
sentence is related to the main idea.
COHESION - holds the paragraph together or linked
together. Each sentence connects to the
previous one and the one that follows.
 In order to assure coherence and cohesion you need to
use transitional words.
Transitional words are signal words that connect the
idea from one sentence with the idea in another
sentence. It help readers follow the writer’s thoughts.
(p.13-16 handouts)

3. APPROPRIATE LANGUAGE USE – using acceptable

style of language for particular form of text. Use of
language that fits your audience and matches
purpose.
• For business
correspondenc
e, formal
letters or
memorandums
the style must
be concise and
formal. Writers
should not use
wordy phrases
and must have
a courteous
tone to it.
4. PROPER MECHANICS – refers to the conventions of
writing which includes capitalization, punctuation,
spelling, numerals, abbreviations, acronyms and
contraction.
• Avoid contractions and exclamation points unless
part of a direct quotation.
Contraction is word or phrase that has been shortened by dropping one
or more letters.
• Mention the full name before the abbreviation.
• Numbers from 0-10 must be spelled out.
 There are four techniques
in selecting and organizing
information:
brainstorming list
graphic organizer
topic outline
sentence outline
1. BRAINSTORMING LIST
– a list of what you
have brainstormed.

• Brainstorming means to
think quickly and
creatively about the text
you have read. It is when
u freely write down all
ideas in order to which
occur to you.
EXAMPLE

Mass media

Mass media

Mass media
2. GRAPHIC ORGANIZER –
is a visual and graphic
display that demonstrate
the relationship between
facts, terms and ideas
within a learning task.
• Examples of these are
concept map, story map,
series-of-events chain, flow
chart, Venn diagram and
discussion web.
a. CONCEPT MAP –
shows relationships
associated with the
concept you are
studying.
You create a concept map
by writing keywords and
then drawing arrows
between the ideas that are
related. Then add a short
explanation by the arrow to
explain how the concepts
are related.
b. STORY MAP – a
strategy that uses
graphic organizer to
help students learn the
elements of the story.
It may also summarize
the beginning, middle
and end of the story.
c. SERIES-OF-EVENTS-
CHAIN – describe
the stages or steps
in a process.
You must be able to
identify the first step in
the process, all of the
resulting stages in the
procedure as they
unfold and the
outcome.
d. FLOW CHART – displays the steps or stages in a
process.
TOPIC: Writing a Composition

Taking a specific aspect of the topic

Deciding on the introduction of the topic

Developing the topic

Giving the conclusion

d. FLOW CHART – displays the steps or stages in a process.
e. T-CHART and VENN DIAGRAM – show the
similarities and differences between two things.
 T - CHART OF MOPED AND MOTORCYCLE

SIMILARITIES
Both moped and motorcycle
can lurch away from bumper-
to-bumper traffic and a throng
motorcycle are inexpensive
and easy to maintain.
DIFFERENCES
The moped is not as weighty as
the motorcycle. The moped
of people. Both moped and
does not have the power of
a motorcycle.
f. DISCUSSION WEB – guides
discussions to identify ideas
of contention, to weigh
opposing viewpoints, to
critically evaluate
arguments and to draw
conclusions.
 QUESTION
REASONS Should doctors REASONS
withdraw life
Such equipment supporting Relatives allow it
would only YES equipment from NO to get rid of
prolong the patients who have no financial burden
patient's suffering hope to return to a
meaningful life.
Such equipment Doctors should
is a constant save lives at all
source of anguish CONCLUSIONS cost.
for the patient's Moral questions
family. prevent doctors from
making serious Doctors have no
Such equipment decisions that go right to put an
causes financial against the interest of end to anyone's
burden the patients or of the life.
families.
• One sentence that expresses the
main idea of a research paper or essay .
It makes a claim, directly answering a
question.
• A statement that effectively identifies
and expresses the focus of your writing.
• It is the most important sentence in
your paper.
• Answers the question: What am I trying
to prove?
• Not a factual statement but a claim
that has to be proven throughout the
paper.
 3. TOPIC OUTLINE – is a
systematic arrangement
of ideas using words
and phrases for
headings and sub-
headings, points and
sub-points.
3. SENTENCE OUTLINES –
are formatted exactly
as topic outlines are
but it is done in full
sentences. It uses
complete sentences for
each topics and sub-
topics. It is more
informative compare to
topic sentence.
 TEXT
and TEXT
CONNECTIONS

EXPLICIT and IMPLICIT CLAIMS in a TEXT

 is a statement that is not considered
accepted by all.
- maybe unverified or
controversial to a certain degree.
- usually related to one side of an
issue
- often labeled or called
proposition
• In making claims arguers advance statements with which they believe
others will disagree.
• Because claims challenge the beliefs or opinions of others , they require
support in the form of reasons and information, whereas other kinds of
statements do not.
VIDEO CLIP
VIDEO CLIP
Jane’s face was
crimson, you could
almost see the steam
coming from her ears
like a kettle reaching
the boil. How could
anybody be so hurtful?
Claims are generally divided into three: claim of fact,
claim of value and claim of policy.
1. Claim of fact is not a fact, it only claims to be a fact.
 It relates to the statement that can be verified no
matter how difficult.
 It asserts that a condition has existed, exists or will
exist.
 To support – use factual evidence that is sufficient,
reliable and appropriate.
Examples:
1. Teens who engage in promiscuous, unprotected sex will
develop STD’s, become pregnant and/or contract AIDS.
2. The atmosphere has too much carbon dioxide.
3. The earth is warming rapidly.
 2. Claim of value are evaluative statements.
 They are statements about which is better,
more important, more desirable, more
needed or more useful.
 They may also relate to what is good or
bad.

Examples:
1. The L.A. Lakers is the best team in the basketball league.
2. Mercy killing is immoral.
3. Viewing television is a wasteful activity.
4. Colegio de San Jose is a very good school.
 3. Claim of policy are all about what should be.
 It is something that should or should not be
done.
 They almost always include the keywords
“should”, “ought to” or “must”.
Examples:
1. Death penalty must be revived.
2. A national ID system should be implemented.
3. The age at which people can get a driver’s license must
be raised to 18.
4. The government ought o issue vouchers for parents to use
to fund their children’s education.
Identify whether the following claim are claim of fact, value or policy.
1. The government must devote more funds to building schools
than building roads.
2. It is more advantageous for a Filipino child to grow up speaking
Filipino instead of English
3. Global warming will impact future generation and eventually
ruin the environment
4. Cancer is not contagious.
5. A dress code should be introduced for all public high school
students.
6. Buying and fixing a house is better than building a new one.
7. Children in low-income families should receive medical
insurance from the government.