READING & WRITING 3RD QUARTER
WEEK 1: TEXT AS CONNECTED DISCOURSE
TEXT AND DISCOURSE
- Are two terms that are commonly used in linguistics, literature, and language studies.
- There are many debates about the interchangeability of these two terms.
- Some linguistics view text and discourse analysis as the same process whereas some
others use these two terms to define different concepts.
TEXT
- Can be defined as an object that can be read, whether it is a work of literature, a
lesson written on the blackboard, or a street sign.
- It is a coherent set of signs that transmits some kind of informative message.
- In literary studies, text usually refers to the written material.
- We use the term text when we are discussing novels, short stories, and dramas. Even
the content of a letter, bill, poster or similar entities that contain written material can be
called a text
DISCOURSE
- The term discourse has many meanings and definitions. Thus, discourse referred to
authentic daily communications, mainly oral, included in the wide context.
- In linguistics, discourse is generally considered to be the use of written or spoken
language in a social context.
- Michael Foucault defines discourse as “systems of thoughts composed of ideas,
attitudes, courses of action, beliefs, and practices that systematically construct the
subjects and the worlds of which they speak.”
THE KEY DIFFERENCE :
TEXT
- can refer to any written material that can be read.
- It is a group of ideas put together to make a point or one central idea.
DISCOURSE
- is the use of language in a social context.
- An expression of ideas
- Conversation
- Is the expression ideas that a person can think of
- The ideas in discourse may spark responses or may provoke an action.
TEXT AS CONNECTED DISCOURSE
● When all ideas in the text are related.
● The understanding of the text requires an understanding of the discourse.
● It refers to the sum of the discourses. When we link the discourses together, it makes
up a large unit of written language we call a text. (M. Jorgensen & L. Philips, 2002)
WEEK 2 : TECHNIQUES IN SELECTING AND ORGANIZING INFORMATION
BRAINSTORMING
- Is an informal way of generating topics.
- Most popular tool in generating creative and rich ideas.
- A large or small group activity that encourages one to focus on a topic and contribute
to the free flow of ideas.
- Can be done individually
IDEA LIST
- Involves listing of ideas.
- How to do it: Write the main topic then write down all RELATED concepts below it.
IDEA MAP
- Is a visual representation of ideas and their connections with one another.
GRAPHIC ORGANIZER
GRAPHIC ORGANIZER
- A visual presentation of concepts that helps use structure information into
organizational patterns.
TYPES OF GRAPHIC ORGANIZER :
1. VENN DIAGRAM
- Use to compare and contrast ideas and events
2. NETWORK TREE
- Used to represent hierarchy, classification, and branching.
- Useful in showing relationships of scientific categories, family trees, and even
lineages.
3. SPIDER MAP
- Also known as semantic map.
- Used to investigate and enumerate various aspects of a central idea, which
could be a concept, topic, or theme.
4. PROBLEM-SOLUTION MAP
- Displays the nature of the problem and how it can be solved.
- Usually contains the problem’s description, its causes and effects, and logical
solutions.
5. TIMELINE
- Used to show how events occurred chronologically through a long bar labeled
with dates and specific events.
- Can be linear or comparative.
● LINEAR TIMELINE
- Shows how events happened within one period.
● COMPARATIVE TIMELINE
- Shows two sets of events that happened within the same period.
6. PLOT DIAGRAM
- A tool used to map events in a story
● EXPOSITION
● INCITING MOMENT
● RISING ACTION
● CLIMAX
● FALLING ACTION
● RESOLUTION
7. SERIES OF EVENTS CHAIN
- Used to show the logical sequence of events.
8. FISHBONE DIAGRAM
- Used to better understand the causal relationship of a complex phenomenon.
9. CYCLE
- Describe how a series of events interact to produce a set of results repeatedly.
10. PERSUASION MAP
- Used to map out arguments and evidence that prove a viewpoint.
- Especially useful when processing persuasive or argumentative texts.
WEEK 3 : OUTLINING
OUTLINE
- A tool for organizing ideas
- Either use a decimal outline or alphanumeric outline.
- Pre writing activity
- Post reading activity
TYPES OF OUTLINE ACCORDING TO STRUCTURE :
TOPIC OUTLINE
- Uses words and phrases as its entries.
- Used if the ideas being discussed can be arranged in a number of ways.
- Uses words or phrases for all points; uses no punctuation after entries.
Ex.
Thesis: Problems in the Society
I. Family Problems
A. Custodial: Non-Custodial Conflicts
B. Extended Family
II. Economic Problems
A. Child support
B. Women’s job training
SENTENCE OUTLINE
- Uses complete sentences as its entries.
- Used if the topic being discussed is complicated and requires details.
Ex.
Negative Effects of Divorce in Adolescents
I. When family conflicts arise as a result of divorce, adolescents suffer.
A. During the first year, these young people may be depressed due to conflicts
between the custodial and non-custodial parents.
B. Grandparents, aunts. And uncles are often restricted by visitation provisions
TYPES OF OUTLINE ACCORDING TO FORM :
ALPHANUMERIC FORM :
I.
A.
B.
1.
2.
a.
b.
DECIMAL FORM :
1.0
1.1
1.2
1.2.1
1.2.2
[Link]
[Link]
WEEK 3.2 (??) PATTERNS OF DEVELOPMENT IN WRITING
PATTERNS OF DEVELOPMENT
- Logical arrangement of ideas
- Helps you follow ideas easily and understand a text better.
CHRONOLOGY
- This pattern organizes ideas or events according to time.
- Either be in the form of a narration or a process.
SIGNAL WORDS :
About, after, afterwards, as soon as, at, at this/that point, before, during, eventually, finally,
first, immediately, in the meantime, later, meanwhile, next, next week, presently, prior to,
second, soon, then, till, today, tomorrow, until, when, yesterday.
DESCRIPTION
- This pattern basically provides details on the idea by using either a sensory or spatial
pattern.
SIGNAL WORDS :
Above, across, adjacent to, against, along, alongside, amidst, around, away from, back of,
behind, below, beneath, beside, between, beyond, by, down, farther, here, in, in front of,
inside, into, near, off, on, on top of, onto, opposite to, outside, over, throughout, to the right,
under.
DEFINITION
- This pattern’s main purpose is to clarify and explain concepts, ideas, and things by
answering the question, “What does it mean?”
- This pattern explains the information through the use of illustrations, examples, and
description, it may include one or more different patterns.
SIGNAL WORDS :
Is defined as, as defined, means to, refers to, to define, to illustrate.
EXEMPLIFICATION
- Presents the general statement and then provides specific and concrete examples to
expound on the main idea.
- Used to provide an example of something.
SIGNAL WORDS :
After all, as an example, consider the, following, for example, for instance, in other words, in
particular, in short, namely, put another way, specifically, states differently, that is, to be
specific, to clarify, to illustrate.
COMPARISON AND CONTRAST
- This pattern organizes ideas based on how events, places, people, things and
concepts are similar or different.
SIGNAL WORDS FOR COMPARING :
Also, as, both, equally, in a similar fashion, in comparison, in the same way, like, likewise,
similarly, to compare.
SIGNAL WORDS FOR CONTRASTING :
Although, and yet, as opposed to, but, conversely, counter to, despite, even so, even
though, in contrast, in spite of, in the meantime, instead, however, nevertheless,
nonetheless, on the contrary, on the other hand, otherwise, still the fact remains, unlike,
whereas, yet.
CAUSE AND EFFECT
- This pattern organizes details based on the cause, the reason, and the result or
consequences of a certain phenomenon.
- This pattern may discuss both the causes and effects, cause only, or effects only.
SIGNAL WORDS FOR CAUSES :
As, because, because of the fact, due to, due to the fact that, for, for the reason that, in that,
in view of, in view of the fact, in as much as, one reason, owing to, owing to the fact, seeing
that, since.
SIGNAL WORDS FOR EFFECTS :
Accordingly, as a consequence, as a result, as a result of this, because, because of this,
consequently, for this reason, hence, in a consequence, so, so much so that, so that,
therefore, thus.
PROBLEM-SOLUTION
- Organizes ideas into problems and proposed solutions.
- The problem section usually includes the five W’s and one H. (What, When, Where,
Who, Why, How.)
- Other parts then present the major effects of the problem and possible solutions to
address it, as well as the steps in implementing the solution.
SIGNAL WORDS:
But, first, second, nonetheless, one reason, for the, one solution is, one way is, the problem,
the solution.
PERSUASION
- This pattern organizes ideas to show how a set of evidence leads to a logical
conclusion or argument.
LISTING
- It organizes ideas using enumeration.
CLASSIFICATION AND DIVISION
- A pattern that organizes ideas into categories or divisions based on the criteria and
standards.
WEEK 5 : PROPERTIES OF WELL-WRITTEN TEXT
UNITY
- Is achieved when a composition contains ONE FOCUSED IDEA.
- All supporting ideas are RELEVANT to the main thought.
ORGANIZATION
- Achieved when ideas are logically and accurately arranged.
- The sentence within a paragraph should be organized logically.
COHERENCE AND COHESION
- Achieved when ideas are logically, clearly and smoothly linked to one another.
- Are essential for aiding readability and idea communication.
● COHESION
- Is the unity of structural elements.
- The connection of ideas at the sentence level.
- It can readily seen in a text through the smooth flow of the sentences and
the connection of the ideas.
- Williams and Bizup (2014) explain, cohesion is about the “sense of flow”
(how each sentence fits with the next.)
● COHERENCE
- Is about the unity of ideas.
- Occurs when ideas are connected at the conceptual or idea level.
- Can be seen through – defended arguments and organized points.
- The “sense of the whole.” (Ibid)
- Paragraphs are coherent when they contain one controlling idea.
- Paragraphs should contain a single focus supported by related sentences
that form into a major and coherent point.
LANGUAGE USE
- One of the clearest indicators of a well - written text.
- Enables the writer to effectively communicate ideas without confusing the reader.
- Acceptable style of language for a particular form of text. For business
correspondences, for instance, the style must be concise and formal which is why
writers of such texts should not use wordy phrases and must have a courteous tone to
it. For literary pieces, on the other hand, the language and style may be less formal
and more creative.
PRINCIPLES OF WRITING
● Use clear and concise sentences.
● Avoid redundancies, wordiness, cliches, and highfalutin language.
- Redundancy is when you use more words than necessary to express
something, especially words and/or phrases in the same sentence that
mean the same thing.
- Cliches or overused phrases are expressions that either have a general
meaning or have “lost their meaning” over time.
- Wordiness happens when a writer, either intentionally or unintentionally,
uses far too many words or unnecessarily complex or abstract words.
● Avoid excessive use of “there” and “it” structures.
● Use precise Vocabulary
● Be consistent with your pronoun’s point of view.
● Avoid sexist language.
● Use the appropriate level of formality
MECHANICS
- The technical aspect of writing that should not be overlooked when writing.
- A set of conventions on how to spell, abbreviate, punctuate, and capitalise a
composition.
WEEK 5.1 : CRITICAL READING SKILLS
CRITICAL READING SKILLS
- It is dangerous to believe in everything you are told without questioning any aspect of
it.
- Evaluating claims, seeking definitions, judging information, demanding proof, and
questioning assumptions.
- Digging deeper into the text by thinking of its meaning and significance.
- Reading critically is thinking critically.
- An author presents textual evidence or proof, mostly from external sources, to support
his or her claims.
CRITICAL READING
- Involves presenting a reasoned argument that evaluates and analyses what you have
read.
- Being critical, therefore – in an academic sense - means advancing your
understanding, not dismissing and therefore closing off learning.
- Goes further than just being satisfied with that a text says, it also involves reflecting on
what the text describes, and analysing what the text actually means, in the context of
your studies.
STRATEGIES FOR EFFECTIVE CRITICAL
1. Read the text with an open mind
2. Ask higher order questions
3. Examine the facts and examples and check if there are gaps and inconsistencies
4. Check for the accuracy and reliability of sources.
5. Distinguish facts from opinions.
6. Look for facts that are not presented
7. Assess if the conclusions are acceptable
8. Evaluate the credibility of the writer
9. Analyze the motivation from writing the text by looking at the writer’s political, cultural,
economic and personal situations.
WEEK 6 : INTERTEXT AND HYPERTEXT
INTERTEXT
- Refers to work whose meaning is shaped by referencing or calling to mind other text.
- It helps in adding meaning to the current text.
- Tapos ito, this is where u use references from other words into ur works para
maimagine or visualize ewan ang readers in wat u meant, fak ewan
HYPERTEXT
- Is characterized by external links embedded in a text by the writer.
- It's like text that would send u to a website once u press it pero parang text or normal
word siya not link. PARANG GANUN
- Or pwede may exponent ang word idk ano tawag dun tas you’d explain the word in
another sentence., something like
1 2
- “ 𝐿𝐸𝐴𝐴𝑁𝐸 , 𝑆𝑀𝐺 1. Leaane w double a, a person. 2. A grade 11 section
- Sana magets
CLAIMS
CLAIM OF FACT
- Is a type of claim that affirms or asserts that a statement is true or untrue.
- A claim that is debatable using factual evidence
- Statements that can be proven or verified by observation or research.
CLAIM OF VALUE
- Is a type of claim that evaluates, appraises, or judges an idea.
- Argues that something is good or bad, or that one thing is better than another thing.
CLAIM OF POLICY
- Is a statement proposing an action that should be undertaken as a solution to a
particular problem.
- Argues that certain conditions should exist, or that something should or should not be
done, in order to solve a problem.
TYPES OF CLAIMS BASED ON METHOD
1. EXPLICIT CLAIM
- Is defined as something that is stated plainly or something that is directly stated.
2. IMPLICIT CLAIM
- Refers to something that is implied and not stated directly but is either suggested in
the wording or necessary to execute the purpose.
COUNTERCLAIMS
- Is the argument opposing the author’s claim.
- There are two main reasons why counterclaims are important in an argumentative
essay: These statements provide the author a sense of credibility and allows the
author to provide rebuttals.
- An effective counterclaim will both disagree with and disprove a claim.
