Text as Connected Discourse (HUMSS-11 SENIOR HIGH)

Text as Connected
Discourse
Reading and Writing

Learning Competency
Learners are to describe a written
text as connected discourse
(EN11/12RWS-IIIa-1)

Objectives
1. Define text and discourse
2. Differentiate text and discourse
3. Describe text as a connected discourse

Activity
1. Review the pictures. Once you started the game
you will be shown a screen with four photographs.
2. Guess the theme. Below the pictures, you will see
black spaces indicating how many letters are in the
black.

1. _ _ _ _ _ _ _ 2. _ _ _ _ _ _ _

3. _ _ _ _ _ _ _ _ _ _ 4. _ _ _ _ _ _ _

5. _ _ _ _ _ _ _ _ _ 6. _ _ _ _

Definition of Discourse
•A discourse is a formal and often lengthy discussion of a
topic, where concepts and insights are arranged in an
organized and logical manner.
•It refers to the way how language is used to convey
meanings or to propel action or provoke a specific response.
• It is often associated with speech, but it may also be
written.
•It usually serves as a writer’s or a scholar’s analysis of a
concept or theory proposed by another writer.

Purposes of a Discourse
1. To inform – A discourse that aims to inform provides a
descriptive and comprehensive discussion on the topic. It
points out what one should know about a topic or subject.
2. To persuade – A discourse that aims to persuade tries to
convince the readers that the proposed claim or solution is
better than any other proposal.
3. To entertain – A discourse that aims to amuse provides a
source of entertainment for its readers.

Definition of Text
• Text - is anything that conveys a set of meanings
to the person who examines it.
Is this a text?
Qeworqoiutiqv oiqn uiuw9v590
q38c9r0eroinbtpu09c9we
mf9en 8 b3bq4i 09

Is this a text?
It was generally evident
whenever they met, that he did
admire her; and to her it was
equally evident that was yielding to
the preference which she had
begun to entertain for him from
the first, and was in a way to be
very much in love;

Is this a text? Is this a text?

Processing
•What do the images above represent?
•Decide whether they constitute a text or not.
Justify your answer.

TEXT VS. DISCOURSE
•TEXT is made up of sentences.
•DISCOURSE is the use of such sentences.

TEXT VS. DISCOURSE
•A text is made up of sentences having the
property of grammatical cohesion.
•A discourse is made up of utterances having
the property of coherence.

TEXT VS. DISCOURSE
•Text analysis deals with cohesion.
•Discourse analysis investigates coherence.
“Peter saw cows and pigs flying around his
house.”

TEXT VS. DISCOURSE
•TEXT is defined in terms of its being a
physical product.
•Meaning is not found in text.
•DISCOURSE is viewed as a process.
Meaning is derived through the reader’s
interaction with the text --> discourse.

Others
• written
• Text analysis: investigates
written form
• Text: “written record of an
interaction”
• Nunan (1993:6-7): text refers
to any written record of a
communicative event (which
may involve oral language or
written language);
• Spoken
• Discourse analysis:
analyzes spoken form.
• Discourse: “language
in action”
• Nunan (1993:6-7):
discourse refers to the
interpretation of the
communicative event.”

WHAT MAKES TEXT A CONNECTED DISCOURSE?
• TEXT BECOMES A CONNECTED
DISCOURSE WHEN WE ____ :)

Text as Connected Discourse (HUMSS-11 SENIOR HIGH)

WHAT IS READING?
READING is a cognitive process of decoding symbols
to derive meaning from a text. It is always an interaction
between the text and the reader.
We read to gain and share information and ideas,
whether for academic, personal, or professional
purposes.

EFFECTIVE READING STRATEGIES
1. Previewing
• means looking at the readily visible parts of the text.
• It helps familiarize you with the contents of the selection
and focus on the important information in the text.

When to use Previewing
• to help you decide whether a book or journal is useful
for your purpose;
• to get a general sense of the article structure,
• to help you locate relevant information;
• to help you to identify the sections of the text you may
need to read and the sections you can omit.

To preview, start by reading:
• the title and author details
• the abstract (if there is one)
• then read only the parts that ‘jump out’; that is: main
headings and subheadings, chapter summaries, any
highlighted text etc.
• examine any illustrations, graphs, tables or diagrams and
their captions, as these usually summarize the content of
large slabs of text
• the first sentence in each paragraph

2. Skimming
• Skimming the text means you look for the main point of
the reading and identify the ideas that develop it.
• involves the paragraph text.
• It is a fast process.

When to use Skimming
• to quickly locate relevant sections from a large
quantity of written material.
•Especially useful when there are few headings or
graphic elements to gain an overview of a text.
•Skimming adds further information to an overview.

How to skim:
• note any bold print and graphics.
• start at the beginning of the reading and glide your
eyes over the text very quickly.
• do not actually read the text in total. You may read a
few words of every paragraph, perhaps the first and last
sentences.
• always familiarize yourself with the reading material by
gaining an overview and/or skimming before reading in
detail.

3. Scanning
•is sweeping your eyes (like radar) over part of a text
to find specific information.
•This strategy involves physically moving your eyes
quickly along the lines of text.

When to use Scanning
• to quickly locate specific information from a large
quantity of written material.

To scan text:
• after gaining an overview and skimming, identify the
section(s) of the text that you probably need to read.
• start scanning the text by allowing your eyes (or finger) to
move quickly over a page.
• as soon as your eye catches an important word or phrase, stop
reading.
• when you locate information requiring attention, you then
slow down to read the relevant section more thoroughly.
• scanning and skimming are no substitutes for thorough
reading and should only be used to locate material quickly.

Assessment
What is a text?
What is a discourse?
What are their differences?
What is previewing, skimming and scanning?
What is connected discourse?

Objectives
1. Present the output clearly;
2. Critique constructively the outputs;
3. Share the importance of connected discourse;
4. Describe text as a connected discourse

Exploring the Sea of Goodness by Lee Emm
Do you believe that a sea of goodness is possible in this world? I always
believe it is possible. Doing something good, no matter what the
consequences will always make me contented and secure. There are a lot of
ways I can do such, especially in doing something “good” for others. The
steps are easy but zealousness, humility and consistency are the subtle ways.
Here are the simple ones: The first one is I imagine that I am in the place of
the other person I’ll do good to. Next, I’ll imagine how she’ll feel and react.
That way, I’ll think doing good to others will make me at least a better
person. That will make me be grateful that I have done something good.
With these simple but notable ways I can prove to myself, to others and to
God that I can explore the sea of goodness in this ever changing world.
How about you, can you explore it also? I bet you can!

Matching
Type:
__ TEXT
__ DISCOURSE
__ SCANNING
__ SKIMMING
__ PREVIEWING
A. Looking at the readily visible parts of the text, like titles and
subtitles, and also visuals and graphs, pictures, and charts.
B. Looking for specific information and especially useful when
doing research. It is a useful strategy to apply when searching
for answers to questions.
C. A formal and often lengthy discussion of a topic, where
concepts and insights are arranged in an organized and logical
manner.
D. Looking for the main point of the reading and identifying
the ideas that develop it. Physically moving your eyes rapidly
along the page and tracing your finger along the lines of the
text to speed up your reading.
E. Anything that conveys a set of meanings to the person who
examines it.

Read and Describe the written text as connected discourse
The best way to overcome a disability is to face it head-on and
not to let it prevent you from achieving great things. This is the
lesson I draw from the lives of two people whom I admire - the
musician Stevie Wonder and the track-and-field star Jackie
Joyner-Kersee. I respect them for their courage and strength in
overcoming obstacles. Both are persons with disabilities who
defied obstacles in order to be successful in their fields. They
taught me never to give up no matter how intimidating the
obstacles I face in life.
From: “Overcome an Obstacle to Succeed” by Eddie Harris

Observations that make up connected discourse
•Word recognition - words run together in an
utterance of any language.
Read the following:
Ifwordswereprintedwithoutspacesbetweenthemthey
wouldbeprettytoughtoread

• Stress patterns - the stress on a final-stressed compound
tends to move to a preceding syllable and change to
secondary stress if the following word begins with a
strongly stressed syllable.
bad - ‘tempered but a bad-tempered ‘teacher
half - ‘timbered but a half-timbered ‘house
heavy - ‘handed but a heavy-handed ‘sentence

•Deletion of sounds/Elision - some sounds may
be deleted by the speaker
The sound /t/ may be deleted between the words
‘want to’
Example:
I don’t w∂nn∂ spend too much today.

Application
Group Work (6 groups)
Study this Connected Speech in the Film, “The
Friends of Eddie Coyle” whether the observations
that make up a connected discourse are noticeable.

Eddie Coyle: Count your...knuckles.
Jackie Brown: All of ‘em?
Eddie Coyle: Count as many as you want. As many as you got, I got four more. You know
how I got those? I bought some stuff from a man. I knew his name. The stuff
was traced. The guy I bought it for, he’s at MCI Walpole for 15 to 25. Still in
there. But he had some friends. I got an extra set of knuckles. They put your
hand in a drawer somebody kicks the drawer shut. Hurt like a bastard.Jackie
Brown: Jesus.
Eddie Coyle: What makes it hurt worse, what makes it hurt more is knowing what’s going to
happen to you, you know? There you are, they just come up to you and say,
“Look. You made somebody mad. You made a big mistake and now there’s
somebody doing time for it. There’s nothing personal in it, you understand, but
it just has to be done. Now get your hand outthere.” You think about not doing
it, you know. When I was a kid in Sunday school, this nun, she used to say,
“Stick your hand out.” I stick my hand out. Whap! She’d knock me across the
knuckles with a steel-edge ruler. So one day I says, when she told me, “Stick
your hand out,” I says, “No.” she was whapped me right across the face with
the ruler. Same thing. They put your hand in a drawer, somebody kicks the
drawer shut. Ever hear bones breaking? Just like a man snapping a shingle.
Hurts like a bastard.
(Robert Mitchum and Steven Keats in The Friends of Eddie Coyle, 1973)

Present/Report your group outputs.
Constructive critiquing of the outputs of the
presenters.

Formative Assessment
What are the observations that make a connected
discourse?

Share!
•How useful is connected discourse to you as a
student?
•Do you think this is applicable when you’re in your
respective stations of work in the future? Why?
How?

Learning Objectives
1. Identify the devices for analyzing a written Text as
a Connected Discourse
2. Enumerate transitional devices.
3. Write sentences using transitional words

Motivation: “How do you do it?”
Directions:
Six (6) groups let them present the process of
cooking different egg dishes or adobo.
Present/Demonstrate to the class how you do it.

LESSON 3: PARAGRAPH
is a group of sentences unified by one
single idea with four basic components,
namely:
a. topic sentence
b. supporting ideas
c. supporting details
d. concluding paragraph (optional)

PARAGRAPH is a group of sentences that deals
with one particular idea.
•Paragraphs are defined by the point that they
support, the controlling idea, and not just by how
long they are.
•The fundamental rule in writing paragraphs is that
only one idea should be discussed per paragraph.

Identifying the Parts of a Paragraph
TOPIC SENTENCE- tells the reader the main idea of
your paragraph.
• It reveals what you generally plan to propose, argue or
explain.
• When it is a part of a longer essay, the topic sentence
contains a main point that supports the thesis statement.
• Think of the topic sentence as mini thesis statement for
the paragraph.

•A topic sentence can be explicit, or clearly states the
ideas that will be elaborated on in the paragraph.
•However, a topic sentence can also be implied. A
topic sentence is implied if there is clear controlling
idea of what the paragraph is about.
•The reader will be able to determine the focus of
the paragraph because all of the details, as seen,
above are like linked by an organizing theme.

SUPPORTING DETAIL- it elaborates on the topic
sentence. These may range from facts, examples, or
instances. Good supporting details expound on the
main idea and acts as adequate support; they are
specific and stem from the general idea established
by the topic sentence. How much detail you should
include in a paragraph depends on your purpose
and topic sentence.

Is this a paragraph?
I love listening to music at night. One reason that I enjoy it so
much is that it relaxes me. Music has a soothing effect in a way
that it eases my tension and stress. For example, if I feel mentally
exhausted after reviewing for an exam, I play music and listen to
it for thirty minutes before I sleep. I can feel it relieves my stress
and improves my mood too. Also, music helps me fall asleep
easily. Listening to music for 45 minutes makes my muscles relax,
slows down breathing, and tunes my mind to sleep mode. This
results in a longer better sleep throughout the night.

Is this a paragraph?
Covid-19 is now a pandemic. There are no vaccines
available yet. The number of cases is increasing
every day. It originated in Wuhan, China. Many
people die of Covid-19 without receiving any
treatment. The entire NCR is still on lockdown.
Many people carrying the virus are asymptomatic.

Text structure of paragraph
Text structure refers to the framework of a text’s
beginning, middle, and end.
Different narrative and expository genres have
different purposes and different audiences, so they
require different text structures. Beginnings and
endings help link the text into a coherent whole.
Three major parts of a text

Beginning - Also called as the lead or the hook. It
introduces the readers to the purpose of the
writing by introducing characters or setting(for
narrative) or the topic, thesis, or argument (for
expository writing)

Middle - The organization of the middle of a piece
of writing depends on the genre. Researchers have
identified five basic organizational structures:
sequence, description, cause and effect, compare and contrast,
and problem and solution.

End/Conclusion - It is the restatement of the
thesis and major points, showing how the writer
has proven his/her position. Possible implications
of what has been discussed and writer's conclusion
may also be included .

Example
The great body parts of a snow leopard help it survive in the mountains.
For example, a snow leopard’s paws are like sandpaper
and that helps them not slipping on the deadly rocks of
the mountains. Amazingly, the ears help it hear an
animal’s footsteps from miles away from where the snow
leopard is located. Did you know that a snow leopard’s
tail helps keep it from falling? The long tail helps it to
balance. Finally, the fur on a snow leopard’s body helps it
stay warm in this frigid habitat. So, all those body parts of
a snow leopard help it survive in the mountains.

MAKING YOU PARAGRAPHS EFFECTIVE
1. UNITY- simply means that all of the sentences in the paragraph
are related to the topic sentence. It is the first characteristics of an
effective paragraph
2. ADEQUATE DEVELOPMENT- second characteristic. The
topic sentence should be elaborated on using concrete evidence,
different examples, relevant facts, and specific details.
3. COHERENCE- this means that the sentences are arranged in a
logical manner, making them easily understood by the reader.
Coherence is achieved when ideas flow smoothly within and
between paragraphs.

4. EMPHATIC
ORDER/SPATIAL/CHRONOLOGICAL- emphatic
order is when information found in a paragraph is
arranged to emphasize certain points depending on the
writer’s purpose. When a paragraph’s arrangement is
chronological order, the details are arranged in the
order in which they happened. Meanwhile, spatial
arrangement is when the sentences of a paragraph are
arranged according to geographical location, such as
left to right, up to down.

Signal Devices
Transitions- these are word and phrases that connect one idea to
another
a. Time (first, immediately, afterward, before, at the same time,
after, earlier, simultaneously, finally, next, later, in the
meantime, eventually, then, meanwhile, now, subsequently)
b. Sequence (moreover, furthermore, next, also, finally, last,
another, first, second, besides, additionally)
c. Space- (above, next to, below, behind, beside)

d. Illustrations- (for instance, specifically, for example, namely,
in this case, to illustrate)
e. Comparison- (similarly, also, in the same way, still, likewise, in
comparison, too)
f. Contrast- (but, despite, however, even though, yet, on the
other hand, although, on the contrary, otherwise, conversely)
g. Cause and Effect- (because, as a result, consequently, then,
so, since)
h. Conclusion- (thus, therefore, in conclusion, in short)

Signal Devices
2. Repetitions- repetitions of main ideas keep continuity
and highlight important ideas
3. Synonyms- these are words similar in meaning to
important words or phrases that prevent tedious
repetitions.
4. Pronouns- words that connect readers to the original
word that the pronouns replace
5. Parallelism- using of similar sentence structure

Formative Assessment
1. What is the structure of the paragraph?
2. What is the aim of the paragraph?
3. How does it serve its purpose?

DIRECTIONS. Fill in the blanks with an appropriate
transitional device.
1. There are different ways to fight boredom at home life physical workout.
______, many teenagers today do yoga to keep their bodies fit and
flexible.
2. _____our town is small, there are many beautiful resorts along the beach.
3. The President came an hour late to the meeting. __________, many
members of the board didn’t make it on time due to heavy traffic.
4. My sister went outside during curfew hours. ____________, she was
arrested by barangay officials.
5. I don’t like milk tea because I find it very expensive. ___________, I
know there are better healthier alternatives out in the market.

Text as Connected Discourse (HUMSS-11 SENIOR HIGH)

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