LESSON 2.pptx
- 4. READINGANDWRITING SKILLS Techniques are approaches or methods you as a writer may use to organize the information you have gathered, to accomplish your desired aim in writing and to improve your writingcraft.
- 6. It is agroup creativity technique by which efforts are made to find aconclusion from aspecific problem by gathering alist of ideas spontaneously contributed by its members. A.BRAINSTORMING
- 7. It is a process of generating creative ideas and solution through intensive and freewheeling group discussion A.BRAINSTORMING
- 8. The term was popularized by Alex Faickney Osborn in the 1953book Applied Imagination. (Wikipedia.org). Hedeveloped this technique when he got frustrated that his employees could not come up with useful techniques asthey worked individually. A.BRAINSTORMING
- 10. In this strategy, a topic or idea is examined in 6 viewpoints. a. What is the topic? b. What is it like or unlike c. What does it make you think of? d. What constituent parts is it made of? e. How can it be used? f. How can you support or oppose it? A.1.CUBING
- 11. In this technique, just keep on writing and not minding errors in spelling and grammar. The objective here is to just write what comes to your mind. Have a quantitative goal like coming up with 500 words or more. Then review what you have written later and hopefully come up with aspecific topic that would interest you. A.2. FREEWRITING
- 12. List down what comes to your mind. If your intention is to come up with topic to write about, enumerate them. An important reminder in using this technique is not to list your ideas in an outline form because an outline will require you to organize items and your thoughts which is aprinciple contrary tobrainstorming A.3.LISTING
- 14. Write the ideasthat wouldoccur in your mind about“gadgets”. CHECKYOURKNOWLEDGE!
- 15. Mapping, also known as clustering and webbing, is a graphic form of listing that simply involves jotting down ideas on a large writing surface and then making connections by associating similarly themed ideas with color-coded circles or underlines of distinct patterns and then indicating other relationships by linking withlines. A.4. MAPPING
- 17. A graphic organizer, also known as knowledge map, concept map, story map, cognitive organizer, advance organizer,or concept diagram, is acommunicationtool that uses visual symbols to express knowledge, concepts, thoughts and ideas and therelationship between them. B.GRAPHICORGANIZERS
- 18. The main purpose of agraphic organizer is to provide avisual aid to facilitate learning and instruction. (Wikipedia.com) It is easier for the writer to explain his/her ideas if s/he is able to present the graphic devices in such away that can help others focus on the relationships of the ideas presented with other details. B.GRAPHICORGANIZERS
- 20. Concept Maps graphicallyillustrate relationships between two or more concepts and are linked by words to describe their relationships. B.1.CONCEPTMAPS
- 21. B.1.CONCEPTMAPS
- 22. Mind Maps are visual representations of hierarchical information thatinclude acentral idea or image surrounded by connected branches of associated topics or ideas. B.2. MIND MAPS
- 23. B.2. MIND MAPS
- 24. B.3. 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
- 26. TRY IT! Fill in the missing data in the following climate change problem-solution map with the phrases below. Make sure to select only the relevant information. Climate change Making documentaries Shrinking mountain glaciers Reducing use of items that produce greenhouse gases Variations in the sun's energy reaching the Earth Cutting down trees Accelerating ice melt in Iceland
- 27. This type of graphic organizer shows a series of steps or events in the order in which they will take place. They can be used in outlining the events in the story, or showing a procedure in ascientificprocess. B.5. FLOWDIAGRAMOR SEQUENCECHART
- 29. B.6. VENNDIAGRAM It is used to identify similarities and differences between two or more concepts
- 30. B.6. VENNDIAGRAM
- 31. TRY IT! Fill in the missing data in the Venn Diagram which scientifically compares a butterfly and a moth. Use critical thinking and select only relevant information based on the topic from the following list. Has 3 pairs of legs Hatches from chrysalis Hatches from cocoon Looks pretty Featured in Rizal's story Has wings
- 32. TRY IT! Fill in the missing data in the Venn Diagram which scientifically compares a whale and a fish. Use critical thinking and select only relevant information based on the topic from the following list. Lay eggs Live in water Breathe water Have scales Live birth Can swim Have fins Have hair
- 33. - used to show the logical sequence of events
- 34. TRY IT! Fill in the missing details in the chains of events regarding the Scientific Method with the information below. *Test the hypothesis. *Define a problem. *Make observations and collect information.
- 35. Make a prediction or state a hypothesis. Form a conclusion. SCIENTIFIC METHOD
- 36. B.8. ORGANIZATIONAL CHARTORDIAGRAM Achart that shows the structure of an organization.
- 38. TRY IT! Fill in the missing data in the university hierarchy with the positions below. Note that all positions will be used in the Network Tree. HR Manager Director of Academic Services Payroll Manager Accounting Manager Department Chair HR Supervisor Director of External Linkages Faculty
- 39. B.9. PIECHART It is a type of circular graph, which is divided into slices toillustrate anumerical proportion.
- 40. B.9. PIECHART
- 41. B.9. GRAPH It is acollection of all points whose coordinates satisfy a given relation. The most commonly used graphs are the line and bar graph
- 42. B.9. a.LINEGRAPH
- 43. B.9. b. BARGRAPH
- 44. B.10. TABLE It is asystematic arrangement of data usually in rows and in columns for ready reference.
- 45. B.10. TABLE
- 46. C.OUTLINE An outline is the general plan of what you intend to write. In preparing the outline, you have to classify each information and its connection to your topic or subject. The sorted information may be grouped according to content. From these grouped information, you can already provide headings – main and subheadings – which are parallelin structure. In anoutline, have at least two topics after each heading and two for the subheadings.
- 47. C.1.TOPIC OUTLINE It is a form of outline that uses parallel phrases for the heading all throughout. a systematic arrangement of ideas using broad topics in the form of words or simple phrases as headers
- 50. C.2.SENTENCEOUTLINE - uses complete sentences as its entries - also known as expanded outline
- 54. FORMAT There are two formats of outlining: 1. Number-Letter Format 2. Decimal Outline Format
- 55. NUMBERLETTER FORMAT It is the use of the number, then letter in an outline. You use the Roman numerals for the main heading. You start with Roman “I” for the heading, under are the subheadings or supporting details which are indented and are marked by capital letters. If there subheadings under letter “A”, ident further and use Arabic numbers 1and so on. In case of information not as important as the subheading, ident and mark it with a small letter instead.
- 56. NUMBERLETTER FORMAT I. Main Heading A. Subheading 1.Supporting Details 2.Supporting Details II. Main Heading A. Subheading 1.Supporting Details a. Example
- 57. DECIMALOUTLINE FORMAT It makes use of decimal numbers in place of the number-letters use. Arabic number 1 is used instead of Roman “I” for the main heading. Number 1.1 is used in case there is a subheading; numbers 1.2 if there is another subheading that follows it.
- 58. DECIMALOUTLINE FORMAT 1.Main Heading 1.1Subheading 1. Supporting Details 2. Supporting Details 2.Main Heading 2.1Subheading 1. Supporting Details 1. Example
- 59. Principles of Outlining - requires ideas of the same relevance to be labeled in the same way I. Positive effects of uniform policy A. Promotes school identity B. Improves school security II. Negative effects of uniform policy A. Inhibits learning B. Curtails individuality
- 60. - shows that minor details have to be placed under their respective major details I. Positive effects of uniform policy A. Promotes school identity B. Improves school security II. Negative effects of uniform policy A. Inhibits learning B. Curtails individuality
- 61. I. Positive effects of uniform policy A. Promotes school identity B. Improves school security II. Negative effects of uniform policy A. Inhibits learning B. Curtails individuality - requires that no cluster should contain only one item
- 62. I. Positive effects of uniform policy A. Promotes school identity B. Improves school security II. Negative effects of uniform policy A. Inhibits learning B. Curtails individuality - requires all entries in each cluster to use the same structure and format
- 63. ACTIVITYTIME!
- 64. Topic : THESENTENCE I. INTRODUCTION A. What is asentence? B. Parts of aSentence 1. Subject 2. Predicate II. DISCUSSION A. Kinds of Sentence 1.According to Form orPurpose a. declarative b. interrogative c.the sentence that gives command d. exclamatory 2.According togrammatical Structure or Syntax 3. Simple sentence 4. Compound Sentence 5.complex sentence Compound-complex Sentence c. According to RhetoricalStructure 1. Loose Sentence
- 65. Give your ideas about the DIFFERENT PROBLEMS THAT OUR COUNTRY IS FACING TODAY . Organize your ideas byusing: 1. Brainstorming (listing) 2. Graphic organizer (any of the types)(I) 3. Outline (any of the forms and formats)(I)