chapter-1-reading-and-thinking-strategies-across-text-types-part2.pdf

Chapter 1- Reading and Thinking Strategies across Text
Types (Part2)
BS Education (San Pablo Colleges )
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Chapter 1- Reading and Thinking Strategies across Text
Types (Part2)
BS Education (San Pablo Colleges )
Scan to open on Studocu
Studocu is not sponsored or endorsed by any college or university
Downloaded by Angie O. Morandarte (angie.morandarte@cbsua.edu.ph)
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Reading and Writing Skills 0
Learning Partner in
Reading and
Writing Skills
for Senior High School Students
Donnalyn O. Castillo
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In this day and age of computers and social media, people are confined to a way
of reading and writing far different from how people then would read and write. Before,
people read books, magazines, articles, newspapers, researches, etc. – reading
materials that observe the rules of writing from grammar, sentence structure, paragraph
development, capitalization, punctuation, and writing mechanics. They use pen and paper
to write.
Today, people are more exposed to short and coded messages, emails, social
media posts and blogs – types of writings that do not strictly follow rules. In place of paper
and pen, they use their mobile phones, tablets, and computers to write the messages or
any information they would want to share. They also tend to depend on the spelling and
grammar checker which is usually installed in their computers, mobile phones and tablets.
This exposure to this kind of writing has caused more people to forget the rules and
deteriorate in their ability to read critically and write well. Sadly, students are most prone
to this deterioration, being the ones more exposed to this world and age of computers
and social media.
This is an adapted module designed to develop and improve the students’ skills in
critical reading, thinking. and writing. It includes the following chapters:
Chapter 1 – Reading and Thinking Strategies across Text Types discusses
text as a connected discourse, the techniques in selecting and organizing information,
the patterns of development in writing, and the properties of a well- written text.
Chapter 2 – Text and Context Connections (Critical Reading) discusses the
relationship of a well-written text and the context of how it is developed, the explicit and
implicit claims in a text, the context of text development, the guidelines in formulating and
writing evaluative essays and the types of textual evidence.
Chapter 3 – Academic Writing discusses the features and requirements in writing
a book review, a literature review, a research report and a project proposal.
Chapter 4 – Purposeful Writing in Professions discusses the basic and optional
parts of a business correspondence, the letter format and punctuation styles, the resume,
the letter of application for college and for employment.
Getting Started
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In this learning partner for Reading and Writing Skills, learners will be guided
with the following content-stages:
Knowledge Starter
An initial activity that will help stimulate either a new idea or an
existing idea in the mind of the learners.
Knowledge Probing
The exploration of ideas about the topic or lesson being
discussed in the learning partner.
Knowledge Decoding
Learners develop explanation on what they have learned and
observed after exploring ideas.
Knowledge Broadening
A supplemental activity where learners will solidify their
understanding by connecting their new knowledge into
something real or by applying it into new examples.
Knowledge Assessment
Learners in this stage will be evaluated about what they have
learned through answering tests or writing a reflection.
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Lesson Overview:
In reading, people usually use a specific strategy in order to understand and
interpret a whole text. It could either be the through identifying key words and its meaning,
or could also be through breaking down ideas from the text. Nevertheless, the strategy
use may vary on the way a text is presented.
Moreover, in presenting a text, there are also ways to make it comprehensive such
as presenting a text in a cohesive manner using transitional words, parallelism, or by
simply repeating key words and phrases.
This module focuses on text as a connected discourse, the techniques in selecting
and organizing information, the patterns of development in writing, and the properties of
a well- written text.
CHAPTER
1
Reading and Thinking Strategies
across Text Types
LEARNING OBJECTIVES
At the end of the lesson, the learner should be able to:
1. compare and contrast patterns of written texts across disciplines;
2. evaluate a written text based on its properties (organization,
coherence and cohesion, language use and mechanics);
3. identify claims explicitly or implicitly made in a written text; and
4. identify the context in which a text was developed.
KEY CONCEPTS
1.1 Text as a Connected Discourse
1.2 Techniques in Organizing Information
1.3 Patterns of Development in Writing
1.4 Properties of a Well-Written Text
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KNOWLEDGE STARTER
The activities below will help you check your knowledge. Answer the
following thoroughly.
A. DIRECTIONS: Arrange the following sentences in each set below in
logical/chronological order for the paragraph to achieve coherence. Number the
sentences from 1-5.
____ Without doubt, if all these advantages are used, the country will once more
be number one in Asian Basketball.
____ Next, it has veterans who can help the young players.
____ Third, it has two of the country’s best perimeter shockers.
____ The National Team has many advantages which can earn the Philippines a
great medal.
____ First, the team has played together for many years.
B. DIRECTIONS: Each of the sentences below contain two words that are commonly
misused. Underline the correct word to be used from each parenthesis. There may be
two answers from each number.
1. The reporter was unable to (elicit, illicit) information from the police about (elicit,
illicit) drug traffic.
2. The boys finally met (they’re, their) father after ten years of no communication.
3. The athlete could not (accept, except) that he lost the race.
4. (Your, You’re) going to catch a cold if you don’t wear (your, you’re) coat.
5. (Lie, Lay) your head on the pillow.
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KNOWLEDGE PROBING
PATTERNS OF DEVELOPMENT IN WRITING
No one learns to write effectively without learning the basic elements of writing.
You might have thought of why other students can write better than you do. Most likely,
you have also wondered why some of them can write fast, when you find it difficult to
even start your paragraph. Are there really people born with a talent in writing? Or like
any other craft, can writing be learned by anybody who is interested to write?
Every writer writes for a reason. When person is happy and in love, he/she gets
inspired to write to inform the world of his/her feelings. A couple who are to be married
may write their own vows for each other. When a teacher requires the students to submit
an essay, an article or a short story. Whatever is the reason why a person writes, he
writes for a purpose. This purpose is maybe to inform, to explain, to convince, to impress,
to entertain or simply to share an experience.
Methods frequently used in writing:
1. DESCRIPTION
It is the most commonly used method of writing a paragraph. Its purpose is to
present an image or a picture. In this method, the writer should be able to draw things
clearly in the minds of the readers by the use of adjectives, so that readers will be able to
imagine what the writer has seen, felt or experienced. In order to be effective, you should
have an accurate choice of words and logical order of details.
Key points when writing using description method:
1. Be alert with your senses. (Focus and commit yourself on the particular thing,
place, person, or other objects for you to describe it accurately and clearly.)
2. Decide which single impression you will emphasize. (If you want to emphasize
tidiness, peace, disorder, confusion, excitement – then you should be clear in
emphasizing it to give the readers a clear picture of what you want to impart to
them.)
3. Select details that will help convey the desired description.
4. Don’t catalog. Remember that a list is not a description. (Catalog is a book that
lists many things. You should still have a storyline when giving descriptions about
your subject.)5. Put things first. The first detail observed is the most striking or
unusual one. Arrange the details from the most prominent to the least ones. Select
the best details and drop the unpleasant ones.)
5. Be brief but accurate. (Be straightforward or direct to the point.)
6. Use vivid, specific words. (Avoid using general words like nice, fine and lovely.)
7. Use transitional devices as guideposts. (Use phrases such as like on the right,
just beyond, in the distance.
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2. NARRATION
A narrative paragraph is the most difficult to write compared to the other types of
paragraph. A narration is also spiced up with picture words so that it will not only appeal
to the emotion of the reader but also to his intellect. In here, events must be arranged
according to the order of time or chronological order. Transitional devices such as first,
second, next, then, finally, etc. are used.
Key points when writing using narration method:
1. Know what to write. (Be sure that you know what information you need to give to
the reader.)
2. Develop a strong topic sentence. (Using strong topic sentence will make you
effective in giving a point.)
3. Choose your materials. (These materials are the events that you should consider
in your narration. Your choice depends on your purpose in writing.)
4. Organize the events. (The readers should be able to clearly picture in their minds
the sequence of events as they happen. You should show the beginning, middle
and ending of your narrative.)
5. Consider your audience. (Do you think your audience need more information to
understand the part of the story? Focus on their need.)
6. Use dialogue. (Dialogue will result to a more exciting narrative and a more
sustained attention and interest of the audience.)
7. Use figurative language. (Figures of speech give color to writing. This will give
your narration more depth and result to reader’s satisfaction.)
8. Use narrative details. (The use of detailed action or pictures enable the readers
to grasp and see what is happening in the narration.)
3. COMPARISON AND CONTRAST
Comparison means explaining how a thing is similar to another; contrast explains
what a thing is not like. This type of development in writing shows how a person, animal
or thing resembles or differs from something else.
Key points in making an effective comparison:
1. Things compared should belong to the same class.
Example: “Students who graduated from urban elementary schools are
more technologically-minded than students who graduated from rural
elementary schools.” (The reason is obvious; they cannot be compared
because they do not fall under the same class.)
2. Comparison should be based on the same set of measurement – both must
be measured by the same yardstick.
Example: Earthquakes often occur in the Philippines, but they are not so
destructive as Japan. (Correct: Earthquakes that occur in the Philippines
are not as destructive as those that occur in Japan.)
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3. Dangling comparison should be avoided. The two things being compared
should be stated in a sentence.
Example: Reading is easier. (Correct: Reading is easier than writing.)
4. Use the comparative degree in comparing two persons, places or things.
Example: Of the two masterpieces, I like this best. (Correct: Of the two
masterpieces, I like this better.)
5. The superlative is used for emphasis only when no comparison is intended.
Example: This is the most critical moment!
You are the luckiest boy in town.
4. DEFINITION
This gives a satisfactory explanation of the meaning of a word and may point out
the special limitations of its meaning. This is very important especially in doing scientific
research or preparing term papers.
5. CLASSIFICATION
Classification is almost any act of noting relationships. It is the act of locating a
specimen of all different kinds of objects which possess a given characteristic. It is the
systematic arrangement of things that are related and is based on principles or basis in
order to come up with a well-organized data.
Key points in giving classification:
1. Classification places related items into categories or groups
2. Only plural subjects can be classified. A singular subject is partitioned and not
classified.
3. The categories should be coordinated, parallel and must be in the same rank in
grammatical form and content.
4. The categories must not overlap. An item can have a place in only one category.
6. CAUSE AND EFFECT
In the cause-and-effect method of paragraph development, the writer explains how
certain causes produce results or effects. (It’s like telling various actions and its
consequences). This method is suitable for argumentation, exposition (description or
explanation of an idea) and narration. A writer may start from the cause to the effect or
vice versa.
7. ANALOGY
Analogy points out the similarity or difference between things. While comparison
shows similarities between things in the same class, analogy shows a point-by-point
comparison of two things from different classes but bearing fundamental similarities.
(Example: Doctor is to hospital as Teacher is to school)
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8. QUESTION AND ANSWER
This type is used in argumentations and explanations. Sometimes, a series of
questions make up a paragraph. However, the questions are meant to be unanswered.
9. EXAMPLE
This method presents examples to support and make clear the topic sentence.
When the topic sentence states a general fact, examples are used to develop it. This type
is useful in developing paragraphs of argumentation and exposition.
10. PROCESS ANALYSIS
This paragraph development is concerned with “HOW” topics. The word process
is defined by Webster as a systematic series of actions directed to an end. This explains
how an operation is done, therefore, involves instructions or directions in doing a process.
The instructions should be specific, complete and correctly sequenced.
11. PROBLEM AND SOLUTION
In here, an information is presented as a problem or an issue and a solution that
can be done to solve the issue. This is not similar to cause and effect because in cause
and effect, it does not present a solution to the problem; rather it presents the effects of
a problem.
PROPERTIES OF A WELL-WRITTEN TEXT
If you are to judge if a writing is good or bad, will you be able to distinguish one
from the other? What characteristics of writing would you consider? What will be your
criteria in choosing which is better out of the two masterpieces?
Like what we’ve discussed, every writer writes for a purpose. No matter what
purpose it is, he/she is supposed to observe the rules and principles in writing. There are
4 characteristics or properties that should be included in writing to make sure that you
come up with a well – written text.
A. ORGANIZATION
A well-organized text helps to ensure that the writer is able to effectively
communicate what ideas he/she wants to impart to the readers. This will be done using
clear and logical pattern when it comes to writing. When there is no pattern, confusion
results. Clear organization makes it easy for the reader to remember the information
presented.
There are 3 prevailing paragraph patterns in writing:
1. Chronological Pattern – This pattern arranges the ideas according to time, either
backward or forward – ideas which occur first or which occur second, and so on. This
works well with the different modes of paragraph development like narration, process
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analysis and cause and effect. Transitional words like first, second, next, later, finally are
used.
2. Spatial or Geographical Order – It has something to do with space. It arranges
information according to how thing fit in a physical space. This could be any space like a
room or building. This pattern can be used for paragraph development such as description
and example. Transition words like above, beneath, in front, nearby, to the right,
underneath is used.
Larry suddenly woke up from a deep sleep. The sun was dazzling his
half-open eyes, and he couldn't figure out what time it was. The door to his
room was closed; the house was immersed in some sort of reckless silence.
He slowly got out of his bed and approached the bench right next to the
window. For a moment, he thought, he heard a tapping sound coming from the
attic. Then again, he heard the sound, only this time it seemed to be somewhat
closer. He looked outside the window and saw a man going by the left side of
the road. On seeing Larry, the man approached his garden's fence and
whistled. At this point, Larry recognized Nick and waved his hand. He quickly
got dressed and was about to get down to open the gate, but he again heard
someone murmuring in the other part of the house. Larry decided to go to the
attic and see what was causing this, now buzzing, sound. He got to the second
floor of his house and looked toward the attic. He quickly opened its door and
looked inside. Nothing was found. He was about to turn back and attend to his
guest when he, suddenly, slipped on the stairs and fell. He called out to Nick
to help him get up. (Przybyla, 2009)
Our new home was one of a number of wooden single-story units
huddled together in a horseshoe enclosing a courtyard. Our new apartment
was toward the rear center of the horseshoe, away from the entrance to the
courtyard. To reach the kitchen, one had to pass through a small windowless
anteroom made of loosely arranged planks. Anybody inside could easily look
through the chinks without being observed. Against the wall opposite the
entrance to the kitchen was a large stove, which took up about one fifth of the
room. Right next to the stove was a bench with a bucket of water resting on it.
Past the bench, in the middle of the wall, was a door leading to the only other
room. To the right of the door stood a cupboard for pots, dishes, and food. Next
to the cupboard, leaning against the wall on the right, was old Helena's bed.
The kitchen was too small to accommodate another bed. There was just
enough room for a table and chairs, which had to be placed next to the kitchen
window. It was a strategic window, affording a view of the entire courtyard.
(Nechama, 1984)
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3. Topical or Logical Order – This is used when the writer is to present several ideas
that are interrelated (connected). Moreover, this can be done when enumerating
instructions or directions on how to do something since a process is involved.
Development by example, comparison and contrast, definition, analogy, process analysis
and classification are associated with this pattern. Transitional words like first, second,
also, another is used.
B. COHERENCEANDCOHESION
Writing is cohesive when one idea sticks to another idea, a sentence to another
sentence and a paragraph sticks to next. It only means that your writing should achieve
unity. If you combined the information, did it make sense? Writing is coherent when all
the sentences in a paragraph are focused on the central thought, which is your topic
sentence. It only means that there is that connection between the different pieces of
information stated on a piece of writing. Every statement should be anchored from what
is being talked about. It should speak of the topic and must be related to the concept.
C. LANGUAGEUSE
Good writing includes good choice of diction. Diction is defined as the way in which
words are used in speech or writing. If one’s writing is good, that means that the writer
used words that are accurate, appropriate for the situation and can send or get the writer’s
intention across.
EXAMPLE:
Cedrick saw his friend Jerome who obviously lost weight at a department store.
He exclaimed, “Hello my friend. You look thin!”
How do you think his remark made Jerome feel? Would you have chosen to have
said a different word to describe his losing weight or appearance? What word can you
substitute to the word thin? You can use slim or slender.
Baking a cake involves several steps. First, we need to read the recipe
to check what we need. Next, we need to check whether we have all the tools
required to bake the cake. Then, we need to go to the store and buy all the
ingredients. After buying everything, we have to follow all the instructions of the
recipe in order to make the dough. Then we have to bake the cake. After the
cake is done, it is important to let it cool before we put on the frosting. When
the cake has cooled, we can put on the frosting. Finally, we can eat the cake.
(Adapted, O'Donnel and Paiva, 1991)
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D. MECHANICS
As a writer, there are rules or mechanics that you must consider and remember
when writing. These rules do not only cover your knowledge in the way you organize your
ideas as what has been discussed earlier. You must apply what you have learned about
S-V agreement, capitalization, punctuations, spelling, writing numbers, and the like.
Below are the basic rules in the different areas you as a writer should focus on to
write effectively.
SUBJECT – VERBAGREEMENT
Short Review:
Subject – pertains to a noun, pronoun, or any group of words acting as a noun
Verb – refers to the action or state of being
• To make a NOUN plural, we add –s. (Singular: girl Plural: girls)
• To make a VERB plural, we take away the –s. (Singular: talks Plural: talk)
• Generally, if the subject doesn’t end in –s, the verb will. If the subject does end in –s,
the verb won’t.
1. Subject and verbs must agree in number.
Singular subject = singular verb Dog = growls
Plural subject = plural verb Dogs = growl
Examples:
The dog growls when he is hungry.
The dogs growl when they are hungry.
2. Don’t get confused by the words that come between the subject and verb.
Example: The detective who was called to the case is usually very good.
3. Prepositional phrases between the subject and verb usually do not affect the
agreement.
Examples:
The biker in this race is very competitive.
The bikers in this race are very competitive.
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4. If a sentence starts with “there” or “here”, the subject will always be placed after
the verb.
Examples:
There is a meeting today.
Here are the results from this past month.
5. Subjects can come after the verb in questions.
Examples:
Does Betty always play with dolls?
How are the Bosco sticks today?
6. If two subjects are joined by “and”, they typically require a plural verb.
Example: The puppy and the lady are friends.
7. If two subjects are separated by “and” refer to the same thing, the verb is
singular.
Example: Spaghetti and meatballs is my favorite pasta dish.
8. If the words each, every or no come before the subject, the verb is singular.
Examples:
Each boy and girl has to take the test.
Every frog and toad turns into a prince.
No paper and pen is required.
9. If both subjects are singular and connected by or, nor, neither/nor, either/or, and
not only/but also, the verb is singular.
Examples:
Sally or Bubba has stolen the scarecrow.
Not only the guitar player but also the drummer was soaked in sweat.
10. When the subject is all, any, more, most, none, or some, this is the ONLY time
you must look at the object of the prepositional phrase to determine whether it is
singular or plural.
Examples:
All of the chickens have laid eggs.
Some of the milk has spilled.
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11. Units of measurement usually use a singular verb.
Examples:
Six gallons of paint was used on the house.
Five dollars is too much for a cup of coffee.
12. If both subjects are plural and connected by the words or, nor, neither/nor,
either/or, and not only/but also, the verb is plural.
Example: Cookies or brownies are nice treats for your teacher.
13. If one subject is singular and one plural and connected by the words or, nor,
neither/nor, either/or, and not only/but also, use the subject that is nearer the verb.
Examples:
Either my sisters or my mom has sent me a present.
Not only Bob but also The Smiths want some hamburgers for supper.
14. Most indefinite pronouns take singular verbs.
One Body Thing
Someone Somebody Something
Anyone Anybody Anything
No One Nobody Nothing
Everyone Everybody Everything
Examples:
Everybody is happy.
No one has a dime.
Nothing was going to help.
15. Both, few, many, others, and several take a plural verb.
Examples:
Several need to finish the race.
A few have the right answer.
16. Two infinitives separated by and take a plural verb.
Example: To run and to read are my two favorite “Free- time” activities.
17. Gerunds alone take a singular verb. Gerunds linked by and take a plural verb.
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Example: Dancing is not something everyone can do as well as I can!
18. Collective nouns usually take a singular verb form when they act as a single
unit. They take a plural verb form when the members or parts of the group are
acting individually.
Examples:
The jury has decided on its verdict.
The jury have different opinions about the verdict.
19. Titles of books, movies, novels, etc. are treated as singular.
Examples: Holes was one of my favorite books. I just want to see the movie.
20. Adjectives used as subjects take plural verb.
Examples: The brave are honored.
21. Words plural in form but singular in meaning like news, civics, measles,
statistics always take singular verb.
Example: Statistics is my favorite subject during my high school years.
22. Final Rule - Remember, only the SUBJECT affects the verb!
VERBTENSES
Tense means TIME. It expresses action that has taken place in the PAST, PRESENT
and FUTURE.
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VOICEOFTHEVERB
The voice of the verb indicates the form of a transitive verb that shows whether the
subject is the doer or the receiver of the action.
Active Voice – It shows the subject as the doer of the action.
Example: People pollute the air. (It shows here that the word “people” acts as the doer of
the action which is pollute.)
Passive Voice – It shows the subject as the receiver of the action. It mainly focuses on
the action and the object. This is generally used in research reports where the emphasis
is on what has been done, rather than on those who did it.
STRUCTURE: Auxiliary verb be + past participle of the main verb
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Example: The air is polluted by people. (The verb pollute is in present tense that’s why
the auxiliary verb “is” was used plus the past participle of the verb pollute which is
“polluted”.)
Study the examples given below:
TENSE ACTIVE VOICE PASSIVE VOICE
Simple Present Johnny plays Tarzan. Tarzan is played by
Johnny.
Present Progressive Sara is salting the popcorn
now.
The popcorn is being salted
by Sarah now.
Present Perfect Many tourists have visited
the castle.
The castle has been visited
by many tourists.
Simple Past Emmanuel repaired the
car.
The car was repaired by
Emmanuel.
Past Progressive The salesman was helping
the customer when the thief
came into the store.
The customer was being
helped by the salesman
when the thief came into
the store.
Past Perfect George had repaired many
cars before he received his
mechanic’s license.
Many cars had been
repaired by George before
he received his mechanic’s
license.
Simple Future (will) Ana will finish the work at 5
PM.
The work will be finished by
Ana at 5 PM.
Simple Future (going to) Sally is going to make a
beautiful dinner tonight.
A beautiful dinner is going
to be made by Sally tonight.
CAPITALIZATION
1. Capitalize the first word in a sentence.
Example: There were 50 participants who attended the seminar.
2. Capitalize the pronoun “I”.
Example: Jess and I are leaving for Bohol in October.
3. Capitalize proper nouns or the specific names of persons, places, events, things,
organizations.
Example: The exchange student decided to enroll in La Consolacion College Manila.
4. Capitalize the names of God, deities, religious figures, and holy books.
Example: Kyle has not stopped praying to the Lord.
5. Capitalize titles preceding names, but not titles that follow names.
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Examples: Dr. Jesus Mendoza is the best doctor in town.
Skye was able to interview Mr. Arulag, mayor of the city.
6. Capitalize directions that are names, like North, South, East, West when used as
sections of the country, but not as compass directions.
Example: The family moved to the Northwest.
7. Capitalize the days of the week, months of the year, but not the seasons like
spring, winter, autumn, summer.
Example: Last spring, in the month of March, he received the highest award given to a
civilian.
8. Capitalize the first word in the sentence that is a direct quote.
Example: My father said, “Be humble at all times.”
9. Capitalize acronyms and initials.
Examples: The SSS pensioners were expecting their pensions to be increased by the
new administration.
AWOL stands for absence without leave.
10. Capitalize trademarks or brand name of products.
Example: Those students prefer Apple than Samsung.
11. Capitalize the first word of the greeting or closing of the letter.
Examples: Dear Sir, Respectfully yours,
My dear Ivana, Lovingly yours,
Dearest Denny, Sincerely yours,
12. Capitalize the first and the main words in the title of a publication, movie,
literary, or artistic work, etc.
Examples:
Book: Communication Skills II
Newspaper: The Manila Times
TV/Radio program: Good Morning, Philippines
Literary work: The Old Man and the Sea
Song: The Power of Love
Magazine: Reader’s Digest
13. Capitalize holidays, festivals and special events.
Examples: Independence Day Holy Week Christmas Day
Coco Festival Ramadan New Year
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14. Capitalize names of companies, establishments, and businesses.
Examples: Microsoft CJ and Sons
Jollibee Puregold
PUNCTUATION
The following punctuations are the most commonly used punctuations in academic
writing and professional writing.
1. Comma ( , )
Uses Examples
To separate three or more items I love mangoes, grapes, bananas and
apples.
To separate adjectives that modify the
same noun
The tall, slim figure came nearer and
nearer.
To separate the city and state Quezon City, Metro Manila
Between the day and the year in a date November 2, 1965
After the salutation in a friendly letter Dear Janine,
After the complimentary close Respectfully yours,
To set off the name of the person you are
talking to
Gino, can you get me a glass of water
please?
Before a conjunction that joins the
independent clauses in a compound
sentence
I tried to call you last Saturday, but you
were already out of your office.
After the dependent clause at the
beginning of a complex sentence
Because it rained hard, the streets were
flooded.
To set off an appositive My professor, Mr. Vargas, is the best
English professor there is.
At the end of a direct quotation that is a
statement when it comes at the beginning
of a sentence
She asked, “Are you flying to Japan on
Sunday.”
With words that interrupt a sentence’s
basic idea
She, of course, said yes to the offer
presented to her by her boss.
2. Period ( . )
A period is used at the end of a declarative and an imperative sentence that do not
require an exclamation point. It is also used after most initials and abbreviations and as
a decimal point.
Examples:
Jan’s boyfriend is the most romantic person she has ever met.
Lend me a hand.
She garnered an average grade of 89.75 in all her subjects.
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3. Dash ( – )
Uses Examples
Use after an introductory list Butter, flour, milk and eggs – these are
what I need to bake a cake.
Use to separate elements in a sentence The front door – and no other door – may
be used by fretchers.
4. Ellipsis ( … )
The ellipsis is a punctuation represented by three dots in a row. It is used to replace
words that have been left out. If the words left out are in the middle of the sentence, use
three dots. If the words left out are at the end of the sentence, use a period then an
ellipsis.
Example: It was raining hard that afternoon when…and her knight in shining armor came
to her rescue and….
5. Apostrophe ( ’ )
The apostrophe is used to:
To show ownership or possession.
Example: Aurora’s car was a gift from her daughter during her birthday.
To take the place of missing letters in contractions.
Example: He’s planning to open a new business at the ground floor of the building.
To form the plural of letters and numerals.
Example: The student got straight A’s in the final examination.
6. Colon ( : )
Use it after a greeting in a business letter.
Example: Dear Sir:
Use it to introduce a list.
Example: Here are the things we need for the camping: water, flashlight, first aid kit and
snacks.
Use it between numbers in time.
Example: The time is 9:45 in the evening.
To introduce an important quotation in a report, essay or news story.
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Example: When interviewed, the manager stated: “Our company’s goal is to satisfy our
customers’ needs.
7. Hyphen ( - )
Hyphens are used in two-part numbers between twenty-one and ninety-nine.
Example: There were thirty-six students in the English club.
It is used in spelled out fractions.
Example: One-fourth of the sales goes to charity.
8. Semi-colon ( ; )
Uses Examples
Replaces a period if the writer wishes to
narrow the gap between two closely linked
sentences.
Call me tomorrow; your answer might be
ready then.
Use a semi-colon before words like
namely, however, therefore, that is, i.e.,
for example, e.g., for instance, etc.
Bring any two items; however, sleeping
bags and tents are in short supply.
Use it to separate units of a series when
one or more of the units contain commas.
The participants come from PUP, Pasig;
FEU, Makati; PSBA, Manila and UP,
Diliman.
9. Quotation Marks ( “ ” )
Quotation marks are used to set off a direct quotation.
Example: “I hope you can drop by our display room.” Said the manager.
WRITINGNUMBERS
Have you been confused whether to write a number or spell it out? When are you
supposed to spell it out or write it in figure?
1. When a number begins a sentence, spell it out.
Example: Fifty boxes of mangoes were bought by the restaurant manager.
2. Spell out numbers less than 10.
Example: There were six students who auditioned for the play.
3. Use figures for 10 and above.
Example: Mr. Vargas bought 12 roses for his girlfriend.
4. Use figures and cardinal for dates.
Example: The meeting has been rescheduled for August 23.
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5. When numbers apply to the same thing, render them the same way.
Example: The customer ordered 6 boxes of condensed milk, 12 boxes of sardines, and 8
kilos of flour.
6. Use figures when numbers need to stand out (emphasis), even if less than 10.
Example: I have been working as an executive secretary for 9 years now.
7. Spell fractions when used to begin a sentence.
Example: One-fourth of the cake was eaten.
8. Centuries and decades should be spelled out.
Example: The couple love to listen to the music of the seventies.
9. Use the percentage symbol (%) for discounts and interests.
Example: The item was sold at a 15% discount.
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KNOWLEDGE DECODING
CHAPTER 1: READING AND THINKING STRATEGIES ACROSS TEXT TYPES
(Part 2)
Name: Score:
Section: Date:
DIRECTIONS: Determine the type of paragraph development that would be most
appropriate for each of the following subjects. Write your answer on the space provided
before each number.
____________ 1. It was a beautiful moment no one ever expected.
____________ 2. Green tea can give several health benefits.
____________ 3. How to impress a professor on the first day of school.
____________ 4. Parents and children have corresponding responsibilities.
____________ 5. “Personal effects” is a term that refers to the belonging of a person.
____________ 6. Non-insulin-dependent diabetes patients can lead long, healthy lives if
only they pay attention to their diets.
____________ 7. Men and women have many qualities in common.
____________ 8. Are advertisers socially responsible?
____________ 9. It was one dark rainy night.
____________ 10. The hand that rocks the cradle is the hand that rocks the world.
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KNOWLEDGE BROADENING
(Part 2)
Name: Score:
Section: Date:
DIRECTIONS: Development by narration is one of the frequently used methods in writing
a paragraph. In line with this, write your own essay about the most unforgettable
experience you had before the year 2021 ended. Be guided with the key points when
writing using the narration method, mechanics in writing and structure of an essay
(Introduction, Body and Conclusion). Type your answer in a word document and
convert it into a PDF file before uploading it in the learning platform.
Your output will be graded based on the given scoring rubric below:
CONTENT 15 points
ORGANIZATION OF IDEAS 10 points
GRAMMAR 10 points
APPLICATION OF THE LESSON 5 points
TOTAL 40 points
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KNOWLEDGE ASSESSMENT
(Part 2)
Name: Score:
Section: Date:
A. DIRECTIONS: Identify the subject/s and supply the following items with the correct
form of the verb. Write the subject/s first then the verb on its opposite side. Write your
answer on the space provided before each number. (2 points each)
Refer to the given example: 1. boys - are
_______________ 1. There ( is , are ) extra butter in the refrigerator.
_______________ 2. My mother, along with the other representatives, ( is , are ) going
to the convention.
_______________ 3. A player on the Vikings ( are , is) going to sign autographs at the
mall this Saturday.
_______________ 4. My sister ( eat , eats ) pancake.
_______________ 5. John, as well as his friends, ( is , are ) driving to the rock concert.
_______________ 6. Runners on the team ( is , are ) being tested for performance
enhancing drugs.
_______________ 7. Dad and mom ( yell , yells ) at me when I play my music too loud.
_______________ 8. Here ( is , are ) a plate of Oreo cookies.
_______________ 9. There ( are , is ) a box for you to pack your things in.
_______________ 10. Finally, this exercise, after reading pages of material, ( is , are )
finished.
B. DIRECTIONS. Fill in the blanks with the correct form of the verb to complete the
sentence. Underline your answer. (2 points each)
1. Kathryn Bernardo and Daniel Padilla (is, are) engaged.
2. Donny Pangilinan (visit, visited) San Pablo last January 15.
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3. Jessica Soho (will attend, attended) the Gabi ng Parangal tomorrow.
4. Kinder (is, are) is a short form of the word kindergarten.
5. It (rains, rained) almost every day last month.
6. The students (has finished, had finished) their activity when the bell rang.
7. Darren Espanto (have left, has left) the venue of the show.
8. We (shall have organized, have organized) a youth club before the year ends.
9. Many tourists (have seen, have saw) the seven lakes of San Pablo City.
10. Jerome (have taken up, has taken up) his final examination in Reading and Writing.
C. DIRECTIONS. Create a table with 2 columns and a row. Find all the verbs in the story
and write them on the first column, then on its opposite side, change its tense in order to
achieve verb tense consistency. Locate as many verbs as you can. Write your answers
only on a sheet of yellow paper.
Number 1 is done for you:
1. had taken - take
(Since the first verb in the paragraph is “accompanies” and it is in present form, every
verb on the paragraph should be transformed into its present form.)
AsYou Like It
In As You Like It, the court jester, Touchstone, accompanies the fleeing Rosalind
and Celia, and together they had taken refuge in the Forest of Arden. Orlando, who loved
Rosalind was in the same forest. Also in the forest was Jacques, a melancholy
philosopher. Living in the same forest were Audrey, a country girl; Silvius, a shepherd;
and Phoebe, a shepherdess. Rosalind's father, who was the rightful ruler of Duke
Frederick's land, also was living in the forest, and led a band of merry outlaws. Rosalind
will disguise herself as a young shepherd and will use the name Ganymede. Ganymede
had met Orlando who did not recognized the disguised girl. Orlando has agreed to pretend
that Ganymede was Rosalind so that he could practice his declarations of love. Rosalind
finally revealed her identity and had married Orlando. father assumed the power in the
dukedom, and this has completed the happy ending of the play.
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READING AND WRITING
PATTERNS OF DEVELOPMENT IN WRITING
1. Development by Description
Subway
By Gilbert Highet
Standing in the subway station, I began to appreciate the place-almost to enjoy it.
First of all, I looked at the lighting: a row of meager light bulbs, unscreened, yellow, and
coated with filth, stretched toward the black mouth of the tunnel, as though it were a bolt
hole in an abandoned coal mine. Then I lingered, with zest, on the wall and ceilings:
lavatory tiles which had been white about fifty years ago, and were now encrusted with
soot, coated with the remains of a dirty liquid which might be either atmospheric humidity
mingled with smog or the result of a perfunctory attempt to clean them with cold water;
and, above them, gloomy vaulting from which dingy paint was peeling off like scabs from
an old wound, sick black paint leaving a leprous white undersurface. Beneath my feet,
the floor of nauseating dark brown with black stain upon it which might be stale oil or dry
chewing gum or some worse defilement: it looked like the hallway of a condemned slum
building. Then my eye traveled to the tracks, where two lines of glittering steel – the only
positively clean objects in the whole place – ran out of darkness into darkness above an
unspeakable mass of congealed oil, puddles of dubious liquid, and a mishmash of old
cigarette packs, mutilated and filthy newspapers, and the debris that filtered down from
the street above through a barred grating in the roof.
2. Development by Narration
The most embarrassing moment of my sophomore year was how I earned my nick
name, Crash. It all started right after school when I turned on to the busiest street by the
school. First, I pulled up right behind this truck at a stop sign. After a second, a fellow
older student told me that I was really close and that I was going to hit the truck in front
of me. At the moment I was trying to tell the kid that I was giving a ride to get back in the
car because he was hanging out the window. Since I was distracted, I thought the long
line of traffic had started to move, but it hadn’t. In the blink of an eye, I hit the back of the
truck in front of me. The devastation sunk in. I was so worried that I damaged the truck,
but all that I did was scratch his bumper. Luck for him! Then it came the time to look at
my car. My car was ruined. The hood was buckled, the front end was pushed back, and
my headlights were broken. Humiliated and scared, I still had to drive my car home.
During that school year, I never did hear the end of what happened that day. (Tiffany
Haggerty)
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3. Development by Comparison and Contrast
There are many differences and likenesses between my two brothers. Glenn, my
eldest brother, was very rebellious as a teenager. For example, he would go out drinking
all night with his buddies, and was always looking for trouble. Eric, who is older than me,
but younger than Glenn, was not rebellious as a teenager. A couple of examples are the
fact that Eric always put his academics ahead of everything and stay out of trouble. Glenn
did not attend college, but pursued a career in the military. Whereas Eric did attend
college, became a pharmacist, and is in the Army National Ground. They are both
religious, but Glenn is a Catholic who speaks with anyone and everyone about his religion,
and Eric is a Christian who lets you believe what you believe. Glenn is a very “manly”
person. He hides his emotions, is very handy around the house, and runs his family in the
military life style. Eric is a “semi-feminine” person. He shows his emotions, hires someone
else to fix things around the house, and does not run his home in the military life style.
Glenn is overly protective of his family. Eric is protective, but not overly protective of his
family. Both Glenn and Eric have a wonderful sense of humor. There is never a dull
moment when they are in the same room. Another likeness is that they both served time
in Iraq. They went over to Iraq within one month of each other, and are coming home
within one or two months of each other. It has been very difficult for our family of having
the only two boys in Iraq. Glenn and Eric are both married to their high school
sweethearts, and have had large families. Glenn has three boys, and one girl. Eric has
three girls. Lastly, they both own beautiful homes that are comfortable for their family
sizes. My brothers are very different, yet similar. (Kelly Deck, 2005)
4. Development by Definition
The iPhone 4 is a touchscreen 3G smartphone developed by Apple Inc. It is the
fourth generation iPhone, and successor to the iPhone 3GS. It is particularly marketed
for video calling (marketed by Apple as FaceTime), consumption of media such as books
and periodicals, movies, music, and games, and for general web and e-mail access. It
was announced on June 7, 2010, at the WWDC 2010 held at the Moscone Center, San
Francisco, and was released on June 24, 2010, in the United States, the United Kingdom,
France, Germany and Japan.
5. Development by Classification
There are three kinds of book owners. The first has all the standard sets and best
sellers - unread, untouched. The second has a great many books – a few of them read
through, most of them dipped into but all of them as clean and shiny as the day they were
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bought. The third has a few books or many – every one of them dog-eared and
dilapidated, shaken and loosened by continual use, marked and scribbled from front and
back. (This man own book)
6. Development by Cause and Effect
Heavy rainfalls are one of the major causes of floods. The level of water in rivers
or lakes rises due to heavy rainfalls. When the level of water rises above the river banks
or dams, the water starts overflowing, which causes floods. The water overflows to the
areas adjoining to the rivers, lakes or dams, causing floods or deluge. The flood water
causes havoc and great destruction in the areas where it flows. Flood occur more in the
regions that get heavy rainfall.
7. Development by Analogy
A book is like a single house. It is a mansion of many rooms on different levels, of
different sizes and shapes, with different outlooks, rooms with different functions to
perform. These rooms are independent, in part. Each has its own structure and interior
decoration. But they are not absolutely independent and separate. They are connected
by doors and arches, by corridors and stairways. Because they are connected, the partial
function which each performs contributes its share to the usefulness of the whole house.
Otherwise, the house would not be genuinely livable.
The architectural analogy is almost perfect. A good book, like a good house, is an
orderly arrangement of parts. Each major part has a certain amount of independence. As
we shall see, it may have an interior own structure of its own. But it must also be
connected with the other parts that is, related to them functionally for otherwise it could
not contribute its share to intelligibility of the whole.
As houses are more or less livable, so books are more or less readable. The most
readable. The most readable book is an architectural achievement on the part of the
author. The best books are those that have the most intelligible structure and, I might add,
the most apparent.
8. Development by Question and Answer
At the outset, the explorer confronts four fundamental questions which have
perplexed thinkers since civilization begun on this planet. Do nations, like human beings,
pass thru youth, middle life, and old age, to death? Or do they resolve endlessly, as some
ancient writers thought, in a cycle – despotism, kingship, tyranny, aristocracy, oligarchy,
democracy and mob rule or some such succession of forms? Or is it possible for a nation
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to stand through countless ages, preserving what it believes to be an ideal arrangement
of things? Or is there discernible, under the surface ebb and flow through the centuries,
some stream of tendency, some organizing principle indicating the course of nations, and
giving to their peoples some guiding rule by which to shape their activities and model their
lives and their institution?
9. Development by Example
Color can mean a lot of things. It can influence our emotions our actions and the
way we perceive things. Red, the warmest of all colors, means confidence, courage and
vitality. Yellow symbolizes wisdom, happiness and intellectual energy. Pink symbolizes
love and beauty. Green symbolizes life, fertility and nature. Blue symbolizes youth, truth
and peace.
10. Development by Process Analysis
CPR, or cardio-pulmonary resuscitation can be done in three simple steps. First,
check the victim for unresponsiveness. If the person is not responsive and not breathing
or not breathing normally, call 911 and return to the victim. In most locations the
emergency dispatcher can assist you with CPR instructions. Second, if the victim is still
not breathing normally, coughing or moving begin chest compressions. Push down in the
center of the chest 2 inches 30 times. Pump hard and fast at the rate of at least
100/minute, faster than once per second. Then, tilt the head back and lift the chin. Pinch
nose and cover the mouth with yours and blow until you see the chest rise. Give 2 breaths.
Each breath should take 1 second. Continue with 30 pumps until help arrives. (Adapted,
Learn CPR, 2010)
11. Development by Problem and Solution
Drug abuse is rife in many countries. Billions of dollars are spent internationally
preventing drug use, treating addicts, and fighting drug-related crime. Although drugs
threaten many societies, their effects can also be combated successfully. This essay
looks at some of the effects of drug use on society, and suggests some solutions to the
problem.
Drug abuse causes multiple problems for countries and communities. The medical
and psychological effects are very obvious. Addicts cannot function as normal members
of society. They neglect or abuse their families, and eventually require expensive
treatment or hospitalization.
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The second effect is on crime. Huge police resources are needed to fight
smuggling and dealing. Criminal gangs and mafia underworlds develop with the money
from drugs.
However, the menace of drugs can be fought. Education is the first battle. Children
need to be told at home and in school about drugs. People need to be aware of the effects
so that they can avoid the problems.
In conclusion, although the problem of drugs may seem impossible to eliminate,
there are concrete steps that can be taken to weaken the hold of drugs on society. The
danger from drug is too great to ignore for us and our children.
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References
Antonio, M. T., Sarte, M. B., Iñigo, M. E., & Tangolan, O. L. (2017). Reading and Writing
Skills for Senior High School Students. Malabon City: Mutya Publishing House Inc.
Senn, J., & Skinner, C. (2001). English Communication Skills in the New Millenium.
Austin, Texas: Barrett Kendall Publishing.
Villenas, PhD, B. N. (2009). English Enhancement Course 100. Lucena City: Enverga
University Printing Press.
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