Department of Education

Western Visayas
Division of Negros Occidental
NEGROS OCCIDENTAL HIGH SCHOOL
Cor. Araneta-HernaezSts., Bacolod City
S.Y._______

READING AND WRITING SKILLS

SENIOR HIGH SCHOOL
Lecture Notes
(Compiled Lecture Notes, Activities and Assessment for Classroom Use)

Prepared by:
Rhoda P. Embang
2019
 Content Standards:
Realizes that information in a written text may be selected an organized to achieve a
particular purpose.
Performance Standards:
Critiques a chosen sample of each pattern of development focusing on information
selection, organization and development.

Day 1 Orientation on Reading and Writing Skills

Day 2
PLACEMENT TEST: Pre-assessment of students’ reading comprehension and critical reading skills will be
conducted. (See www.SAT© 2015 The College Board. College Board)

UNIT 1: READING AND THINKING STRATEGIES ACROSS TEXT TYPES

LESSON 1: TEXT AS CONNECTED DISCOURSE

TEXT vs. DISCOURSE

TEXT DISCOURSE
TEXT is made up of sentences. DISCOURSE is the use of such sentences.
A text is made up of sentences having the property of A discourse is made up of utterances having the property
grammatical cohesion. of coherence.
Text analysis deals with cohesion. Discourse analysis investigates coherence.
TEXT is defined in terms of its being a physical product. DISCOURSE is viewed as a process.
Meaning is not found in text. Meaning is derived through the reader’s interaction with
the text --> discourse.

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.
 Also, it refers to the way how language is used to convey meanings or to propel action or provoke
a specific response.
 It usually serves as a writer’s or a scholar’s analysis of a concept or theory proposed by another
writer.

TEXT
 Texts are any of a wide variety of types of genres of linguistic forms which can be spoken or written.
 Text in general is a self-contained, well informed, hang together (cohesive), make sense (coherent), have
a clear communicative purpose, recognizable text types, appropriate to their contexts of use (Thornbury,
2005).

CLASSIFICATION OF TEXTS
1. Literary Texts
They include short stories, novels, poems and dramas. Biographies, autobiographies and essays
can also be considered literary texts.

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 2. Informational Texts
They provide factual information. Consumer, public, and workplace documents are considered
informational materials.

FIVE MAJOR TEXT TYPES (Gramley and Pätzold, 2004)

Text Type Description Examples
1. Descriptive  describe where persons and things are The original Oblation statue, the
spatially located. symbol of the University of the
 uses positional verbs together with the Philippines, is located in the third floor
correct adverbial expressions of location, as of the UP Main Library.
well as perfect and progressive forms when
giving background information.
2. Narrative  states the events in a sequential manner We first read the instructions in the
 dynamic verbs are in simple form and laboratory manual and then we
sequencing adverbials provide narrative prepared the materials. After that, we
structure started the experiment.
3. Directive /  concerned with concrete future activity Close the door.
instructive  uses imperatives, polite questions, or
suggestive remarks. Would you close the door?
4. Expository  identifies and characterizes phenomena or Language is a system of symbols
occurrence (words or vocabulary) structured by
 Definitions, explications and summaries are grammar (rules and standards) and
examples of this. syntax (patterns in the arrangement of
words) common to a community of
people.
5. Argumentative  aims to change the attitude or behavior of a The death penalty has no place in the
reader 21st century.
 Negation is often employed in this type of
text

VARIETY OF WRITTEN WORKS

1. Nonfiction (news articles, editorials, biographies)
2. Fiction (novels, short stories, plays)
3. Academic writing (reaction papers, position papers, reports, theses)

TEXT AS CONNECTED DISCOURSE

 Reading is viewed as a connected discourse between the reader and the text. It is a process which
involves the use of knowledge, experience, and thinking in getting meaning from the print.
 3 Components - the author, reader and text
 The engendered text serves as dominant strategy of a writer - from the point of linguistic structure to the
forming of appropriate and relevant units of ordering and linking of items into greater blocks to be able to put
one’s ideas across.
 A paragraph is made up of a cluster of sentences that center around a key idea or a key function … [they]
serve as introducer, developer, extender, modulator, restater, or terminator” (Dadufalza, 2008).
1. Introducer paragraph - introduces the subject of the text
2. Developer paragraph - discusses the main themes of the text
3. Extender paragraph - elaborates ideas in the preceding developer paragraph
4. Restater paragraph - restates and emphasizes important paragraphs.
5. Terminator paragraph - concludes the text by summarizing main ideas, drawing relevant conclusions,
going back to the introducer paragraph, or reemphasizing the central idea in connected discourse.

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LESSON 2: TECHNIQUES IN SELECTING AND ORGANIZING INFORMATION

2.a BRAINSTORMING
 It is a process of writing down specific topics gathered from different sources.
 It is a tool in generating creative and rich ideas.
 It establishes patterns of ideas, develop new ways of thinking, activate background knowledge and
overcome mental block.
Topic – Unemployment
 Define the issue or problem to be solved.
1. Jobs
Methods of Brainstorming 2. Poverty
1. Idea List 3. Salary
- involves listing of ideas about a particular topic. 4. Lack of education
- helps find the main idea and supporting details from the numerous ideas listed. 5. Lack of jobs
- The sublist may be a short explanation or example of the major point. 6. Low salary
- Steps 7. Lack of money
o Write the main topic and write down all related concepts below. 8. Fresh graduates

2. Idea Map
- a visual representation of ideas and their connections with one another
- it is structured; shows how one idea is subordinates to one another
- Step
o Put the big idea or question at the center.
o Write related idea by writing it down in a circle near the big idea, and drawing a line between
the two to show how the ideas are connected.
o Continue this process of connecting until you have generated enough concepts.

Lack of
money

Effects
Lay off
UNEMPLOYMENT Emotional
problems

Causes

Lack of jobs Family problems

Lack of
motivation

Exercise 1: As a group, brainstorm on the different challenges millenials face right now. Use the meta strips to write
your ideas. Then, cluster the concepts.

2.b GRAPHIC ORGANIZER

 They are visual representations of concepts that help us structure information into organizational patterns.
Organizer Description Illustration

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1. Venn Diagram It is used to compare and contrast ideas and events.
This diagram uses two overlapping circles to show
similar and different attributes.

2. Network Tree It is used to show hierarchy, classification, and

branching. It is useful in showing relationships of
scientific categories, family trees and even lineages.

3. Spider Map / It is used to investigate and enumerate various

Semantic Web aspects of central idea, which could be concept,
topic or theme.

4. Problem-Solution It displays the nature of problem and how it can be

Map solved. This map usually contains the problem’s
descriptions, its causes, effects and logical solutions.

5. Timeline It is used to show events occurred chronologically

through a long bar labelled with dates and specific
events.
a) Linear - shows how events happened within one
period
b) Comparative - shows two sets of events that
happened within the same period.
6. Plot Diagram It is a tool used to map events in the story.
a) Expository– the initial part where the characters,
settings, and relationships are established.
b) Inciting moment– the part which brings about the
change or the conflict
c) Rising action– the section where the conflict and the
characters are developed
d) Climax– the highest point of the story where the
major events are confronted
e) Falling action– the events immediately following the
climax which lead to the closure of the conflict
f) Resolution– the conclusion or closure of the story.
7. Series of Events It is used to show the logical sequence of events.
Chain

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8. Fishbone Map It is used to better understand the causal relationship
of a complex phenomenon. It shows the factors that
cause a specific event or problem, as well as details
of each cause.

9. Cycle It describes how a series of events interact to

produce a set of results repeatedly.

10. Persuasion Map It is used to map out arguments and evidence that
prove a viewpoint.

2.c OUTLINING
 It is the process of organizing information gathered from reading

Types of Outline according to Format / Numbering System

Alphanumeric (Traditional) Decimal (Modern)
I. 1.
A. 1.1
B. 1.2
C. 1.3
II. 2.
A. 2.1
1. 2.2
a. 2.2.1
b. 2.2.2
2. 2.3
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 B. 3.
1. 3.1
2. 3.2
A.
b.

Types of Outline according to Structure

Topic Outline Sentence Outline

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
I. Students should not be made mandated to wear uniforms because
wearing a uniform does not improve behavior nor does it facilitate learning.
II. Wearing a uniform does not improve behavior.
A. Van der Laan confirms that wearing a uniform does not have direct
positive effect on behavior.
B. Dr. Walin confirms that the perceived positive impact of uniforms on
students’ behavior is just a halo effect.

Exercise 2: Read the given selection. Be able to organize the ideas presented in the text by using a graphic
organizer, topic outline and sentence outline.

The Effects of Juvenile Delinquency

By Lesley Barker

The most obvious people affected by juvenile deliquency are the victims. Whether the crime involves theft,
vandalism, or violence, the victim always suffers loss. The victim may incur expenses related to lost wages, health
care or psychological care in addition to the cost replacing damaged or destroyed items.]
The juvenile who commits a crime also suffers effects that he or she probably unable to predict. He or she may
lose his or her freedom while being incarcerated or placed on probation. The juvenile may lose ground academically
as well. Although placement is residential detention centers for professionals may be appropriate consequences for
the adolescent’s criminal actions, it also puts him or her in relationships with other delinquents, who may be
sophisticated or influential. This makes recidivism likely and, in many states when a juvenile older than 14 becomes a
repeat offender, he or she can be tried and sentenced as an adult. The delinquency may even have future
consequences on the adolescent’s college and career choices.
There is a correlation between juvenile delinquency and drug use, gang involvement, alcohol abuse and sexual
behavior. All of these issues challenge communities by making neighbourhoods unsafe and costing large amounts of
fcepublic money to be spent on law enforcement and school safety.
Young people who commit serious crimes before they are 18 years old challenge the future of everyone involved.
They may be acting out to protest perceived acting out to protest perceived abuses that have been perpetrated
against them. They may believe that there is no future for them outside of a life of crime. They may be expressing
anger or frustration directed against another person or group looking for approval from a gang. Whatever the motive,
juvenile delinquency affects too many American individuals, families, and communities. It is a serious problem that
challenges the efforts of government agencies politicians, educators, faith communities, and non-profit organizations
alike.

Exercise 3: Brainstorm on the idea of habitual absences and tardiness.

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LESSON 3: PATTERNS OF DEVELOPMENT
Patterns of Development
 This refers to the logical arrangement of ideas.
 It helps distinguish major details from minor details.

Pattern of Description Elements Signal Words Graphic Organizer

Development
Chronology Organizes ideas or 1. Main idea After, afterwards, as soon
events according to 2. Major dates as, at, at this/that point,
time. and events such before, during, eventually, chain of events
FORMS: as the final finally, first, immediately,
a) Narration - outcomes later, meanwhile, next, next cycle
sequences events in 3. Major stages / week, presently, soon
the order in which they steps timeline
occurred in time. 4. Order of
b) Process - organizes presentation
details based on
stages or steps.
Description It provides details on 1. Type of above, across, adjacent to,
the idea. description against, along, away from,
TYPES: used back of, behind, below, concept map
a) Sensory - ideas are 2. clustering of beneath, beside, down,
arranged based on one details father, here, in, over
or all of the five senses 3. progression of
b) Spatial - arranges description
ideas by location or
physical space
c) Evocative
d) Informational
Definition It helps clarify and 1. Term to be is defined as, as defined,
explain concepts by defined means, refers to, spider map /
answering the question 2. Detailed to define, semantic web
“What does it mean?”` explanation of to illustrate
the term

Exemplification This presents the 1. Main idea after all, as an example,

general statement and 2. Specific consider the following, for
then provides specific examples example, for instance, in Spider map /
and concrete examples other words, in particular, in Semantic web
to expound on the short, namely, put another
main idea way, specifically, stated
differently, to illustrate
Classification It organizes ideas into 1. Subordinate another, another kind,
/Division categories or divisions (name of the classified as, final type, one
based criteria or larger group) kind, the first category, the
standards. 2. Subordinate last group, the next part Network tree
(subcategories)
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 3. Relationship
between them
Comparison It organizes ideas 1. Purpose of Comparing
and Contrast based on how events, comparison also, as, both, equally, in
places, people, things, 2. Points of comparison, like, likewise,
and concepts are comparison similarly, to compare Venn diagram
similar to or different 3. Actual
from one another similarities and Contrasting Compare and
differences of although, and yet, as contrast matrix
2 WAYS: items being opposed to, but,
a) Separately (Block compared conversely, despite,
Method) - describing however, otherwise, unlike
the first item first
followed by the second
item
b) Side-by-side
(Point-by-point) -
discussing both items
based on each point of
comparison
Cause and It organizes details 1. Purpose of Causes Fishbone map
Effect based on the cause or the text as, because, being that,
reason and the result 2. Relationship due to, for, for the reason Organizers:
or consequences. between causes that, in that, in view of, a) Single cause,
and effects inasmuch as, one reason, multiple effects
3. Potential owing to, seeing that, since b) Single effect,
causal fallacies multiple causes
or illogical Effects c) Multiple causes,
arguments accordingly, as a multiple effects
consequence, as a result, d) Alternating
because, consequently, for causes/Effects in a
this reason, hence, in chain (Domino
consequence, thus, so, Effect)
therefore, so that
Problem- Organizes ideas into 1. Problem but,
Solution problems and (5wh, how) first, second,
proposed solutions 2. Major effects nonetheless, problem-solution
of the problem one reason for the, map
3. Possible one solution is, one way is,
solution the problem, the solution
Persuasion It shows how a set of 1. the issue Emphasizing a Point
evidence leads to a 2. the position again, in fact, for this
logical conclusion or 3. supporting reason, truly, indeed
argument. evidence that
supports the Concluding & Summarizing
position accordingly, consequently, persuasion map
inevitably, thus, therefore

Conceding a Point
admittedly, assuredly,
certainly, granted, true

Logical Fallacies
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  These are errors in reasoning that invalidate an argument.
Fallacy Description Example
1. False Dilemma Occurs when an arguer presents his/her Either you fully devote yourself to the
argument as one of the only two options company or you quit.
despite the presence of multiple possibilities
2. Appeal to Occurs when something is instantly The writer does not talk about the
Ignorance concluded to be true just because it is not connection between the victim’s killer and
proven to be false and vice versa his sister, so there must be none.
3. Slippery Slope Occurs when a series of increasingly If we ban computer shops, then students
superficial and unacceptable consequences will not be able to do research. And if they
are drawn do not have tools for research, these
students will fail their subjects.
4. Complex Question Occurs when two or more points are rolled “Have you stopped cheating on exams?”
into one and the reader is expected to either
accept or reject both at the same time, when
one point may be satisfactory while the
other is not
5. Appeal to Force Occurs when a threat, instead of reasoning, If you do not admit that evolution is not real,
is used to argue we will isolate you from the group.
6. Appeal to Pity Occurs when the element of pity is used Please do not fire me for being absent all
instead of logical reasoning. month; I have a sick mother and a special
child to support.
7. Appeal to Occurs when unpleasant consequences of You can;t believe that colonialism is bad,
consequences believing something are pointed out to show because if it were, then we would be not
that the belief is false civilized.
8. Bandwagon Occurs when an argument is considered to Most Filipinas want to have fair skin
be valid because it is what the majority because they think they look beautiful.
thinks. Therefore, having fair skin must be the real
standard of beauty.
9. Ad Hominem / Occurs when someone tries to refute an I cannot accept your argument because
Attacking the argument by attacking the character of the unlike me, you were not educated at
person person instead of attacking the ideas of the Harvard University.
argument
10. False Occurs when the argument quotes an expert Bill Gates, the co-founder of Microsoft,
Authority / Appeal who is not qualified I the particular subject recommends the effective fabric softening
to authority matter properties of Downy fabric softener.
11. Anonymous The authority in question is not mentioned or Experts claim that eating peanuts causes
authority named pimples.
12. Hasty Occurs when a sample is not significant or Martha, the foreigner from France, is very
Generalization enough to support a generalization about a polite. French people are mean and rude.
population
13. False Occurs when a writer assumes that two Drugs are like massages; they make you
Analogy concepts that are similar in some ways are feel good.
also similar in other ways
14. Accident Occurs when a general rule is applied to a Jaywalking is not allowed so you should not
situation, even when it should be an have done that even when you were being
exception. chased by terrorists.
15. Post Hoc Occurs when the arguer claims that since Dina saw a black cat when they went home.
event A happened before event B, A is the Along the way, they crashed into a tree. The
cause of B black cat must be the reason why they met
an accident.
16. Wrong Occurs when the direction between cause Liver damage leads to alcoholism.
direction and effect is reversed
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17. Complex Occurs when the explanation for an event is We were not able to solve the problem
Cause reduced to one thing when there are other because of limited time even if all the other
factors which also contributed to the event groups were able to do so.
18. Irrelevant Occurs when an argument which is We must support the fight for gender
conclusion supposed to prove something concludes equality between men and women. Women
something else instead have suffered enough violence at home.
Violence against women must be stopped.
19. Straw man Occurs when the position of the opposition Opponent: We should relax the law
is twisted do that it is easier to refute governing the allowed smoking areas in the
city.
Fallacy: We should not do so, because the
number of smokers might increase.
20. Affirming the Any argument of the form: If A is true then B If you are drinking wine, you have a
Consequent is true; if B is true therefore A is true problem. Therefore, if you have a problem,
you are drinking.
21. Denying the Any argument of the form: If A is true then B If you are drinking wine, you have a
antecedent is true; if A is not true then B is not true problem. Therefore, if you are not drinking
wine, you do not have a problem.
22. Inconsistency Occurs when arguments contradict one Frank is older than Jake, Jake is older than
another Noli, and Noli is older than Frank.

Diagnostic test (Language Usage and Grammar)

LESSON 4: PROPERTIES OF A WELL-WRITTEN TEXT

1. Organization – this covers the arrangement of the ideas presented in the paragraph. The written text should be
highly organized in such a way that one idea should logically flow to another idea. It is called unity.
2. Coherence - it is the over-all unity of the ideas in a written text. It is a matter of organization that fits topics together
in a meaningful manner.
3. Cohesion - Cohesion is the grammatical and lexical realization of coherence at a profound level within the text. It is
what makes a text more than just a jumbled mixture of sentences.
4. Language Use - the use of appropriate language and words in delivering the messages.
- also covers the writer’s tone of writing:
a) subjective tone - uses the writer’s personal biases and judgment.
b) objective tone - uses factual information and arguments.
Guidelines:
a) Use clear and concise sentences. On average, a sentence is 18 words long.
b) Avoid redundancies, wordiness, cliches, and high falutin language.
c) Avoid excessive use of “there” and “it” structures. These sentences can be revised by dropping the
“there” and “it” phrase and transforming the sentences appropriately.
d) Use precise vocabulary. Be accurate and condense lengthy phrases into fewer words.
e) Be consistent with your pronoun’s point of view. Avoid sexist language. This issue can be addressed by
using articles (a, an, and the) using plural pronouns, using his or her instead of his, writing through a
second person point of view, or using gender-neutral nouns (e.g. chairperson instead of chairman).
f) Use appropriate level of formality. The more formal texts use an academic tone while the less formal
ones usually use a personal or colloquial tone.
5. Mechanics - It is characterized as a st of conventions on how to spell, abbreviate, punctuate and capitalize a
composition. It also covers the format.
a) Always use standard English.
b) Avoid contractions (e.g., don’t).
c) Avoid exclamation marks unless they are part of a direct quotation.
d) Mention the full name of an institution or organization with the abbreviation in parenthesis, in first
mention. Thereafter, use the abbreviation.

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 e) Numbers from zero to ten should be spelled out while numbers higher than ten should be written in
figures.
f) Generally, citations are used in academic and formal texts. However, the are sparingly used in
business texts.

UNIT 2: TEXT AND CONTEXT CONNECTIONS (CRITICAL READING)

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 Content Standards:
Understands the relationship of a written text and the context in which it was
developed.
Performance Standards:
Writes a 1000-word critique of a selected text on the basis of its claim/s, context and
properties as a written material.

LESSON 5: CRITICAL READING AS LOOKING FOR WAYS OF THINKING

READING
 Reading comprehension is the active process of constructing meaning from text (Thompson, 2004).
 Reading is a complex process consists of the following stages:
a. Pre-reading stage - aims to induce the reader’s motivation to read and to activate their schema or
background knowledge. This includes previewing, freewriting, surveying, questioning, making
assumptions about the author, identifying the purpose, and selecting a reading system such as SQ3R
(survey, question, read, recite, review.
b. While-reading stage - you may reread the text until you fully understand its meaning. It includes
getting the meaning of words through context clues, predicting, inferencing, monitoring comprehension,
annotating the text and reflecting.
c. Postreading stage - you have to check your understanding of the text. This includes reflecting,
summarizing, paraphrasing, drawing conclusions, making graphic organizers and journal writing.

 Basic Reading Skills

1. Rapid Reading - aims to locate specific information or main ideas in a very short span of time.
a. Skimming - a type of quick reading which aims to get the main idea and to get an overview of
the material. It is usually done when reading newspapers, magazines, books and letters.
b. Locating the Main Idea - it involves the identification of the central message of a reading
selection.
Levels of Ideas in a Paragraph
1) Main Idea - central message of a selection
2) Major detail - directly supports the main idea
3) Minor detail - directly supports the major detail
c. Scanning - a quick reading strategy which aims to get specific information from a given text.
2. Previewing - it involves looking over a material and focuses on information one finds relevant, like
browsing or inspecting unhurriedly the titles and headings, and checking illustrations and other visuals.
3. Literal Reading - involves the understanding of ideas and facts that are directly stated in the printed
material.
a. Summarizing - involves condensing a lengthy text into a shorter passage which is usually 15
to 30 percent of the source text.
b. Paraphrasing - restating ideas from the original text which is almost the same length as the
original
c. Note-taking - noting down important ideas from the text
4. Inferential Reading - refers to the process of deducting facts and ideas not directly expressed in the
text; also known as reading between the lines.
5. Critical reading - refers to close and thorough evaluation of the claims in the text in terms of
relevance, validity and logic. This kind of reading requires you to do processing by making judgments
on the author’s message.

 Types of Reading
1. Developmental Reading - a systematic instruction which aims to develop the student’s reading skills
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 2. Pleasure Reading - a more passive type of reading that primarily aims to provide enjoyment and
entertainment
3. Functional Reading - designed to help the students learn the basic functional reading ability
4. Remedial Reading - aims to correct the effects of poor teaching and learning

LEVELS OF COMPREHENSION
1. Literal comprehension - understanding of the message directly stated in the text
2. Inferential comprehension - the reader is able to make inferences, draw conclusions and predict outcomes
from information implicitly stated in the text
3. Applied comprehension - how the reader is able to use his/her experiences and prior knowledge (schema)
into the written text in making an evaluation.

THINKING
 It is the foundation of academic reading and writing.
 It involves a series of thought processes which allows you to make reasoned judgments, assess the way
you think, and solve problems effectively.
 It is the act of constructing and deconstructing ideas in both spoken and written form based on a given
context.
 Levels of thinking based on Lorin Anderson’s (2001) Revision of Benjamin Bloom’s (1956) Taxonomy of
Cognitive Domain

 Techniques in Thinking
1. Check and analyze the title. Read further how it is developed and/or argued in the succeeding
statement.
2. Identify the aim of the text. Make initial arguments about its context.
3. Skim the reading material and give focus on the entire body. In the course of making
connections, the reader may either be sympathetic or apathetic depending on the experiences
he/she may have had which are relevant to the text.
4. Make some relevant associations of the text to your life. In the course of making connections,
the reader may either be sympathetic or apathetic depending on the experiences he/she may have
had which are relevant to the text.
5. Evaluate the reading material. Ascertain if the entire text calls for a debate and eventually come
up with a sound decision/judgement.

STRATEGIES FOR EFFECTIVE CRITICAL READING

1. Read the text with an open mind
2. Remember to think critically all throughout the reading process
3. Ask higher-order questions whenever possible
4. Statements in the text must also be evaluated
5. Examine the facts and examples; check if there are gaps or inconsistencies
6. Check for accuracy and reliability of the sources
7. Distinguish facts from opinions
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 8. Look for what is not presented
9. Assess if the conclusions are acceptable
10. Evaluate the credibility of the writer
11. Analyze the motivation for writing the text by looking at the writer’s socio-political, cultural, economic, and
personal situations.

3 MODES OR STEPS IN ANLYSIS:

1. What a text says - restatement (talks about the topic as the original text)
2. What a text does - description (discusses aspects of discussion itself)
3. What a text means - interpretation (analyzes the text and asserts a meaning for the text as a whole)

EVALUATION GUIDE FOR CRITICAL READING

Elements of Evaluation Explanation Guide
Content This is the substance of the text.
Are the input/ideas present comprehensive - covering the breath and depth of the
text? Is it comprehensible? As a whole, is it appealing to the readers?
Objectivity This is the stand of the author about an issue/article.
Are facts presented? Does it present both sides of the argument? Does the author
possess ethical and moral consideration in his/her article?
Significance This is the intention, the entire meaning and the value of the issue/article to the
reader’s life.
Can the reader readily connect the issue to his/her life? Is it open for interaction? How
is it valuable to the reader?

LESSON 6: EXPLICIT AND IMPLICIT CLAIMS

Explicit information - directly stated in the text.
Implicit information - the ideas which you need to infer.

CLAIM - Claims are the central argument or thesis statement of the writer. This claim is what the author is trying to
prove by providing explanation, details, and evidences.
- In identifying the author’s claim, you just have to know the author’s main point or his position regarding the
topic.

Types of Claims
1. Claim of Fact - states that something exists. In using this claim, a statement is either proved or disproved. The
writer has to provide evidences to prove his claim. In analyzing a claim of fact, you have to ask is this
statement true or false? How can the claim be verified? A claim of fact is not a fact; it only asserts a
stand regarding a debatable topic.
Example: Computer games improve the logical thinking skills of the gamers.
2. Claim of Policy - an argument which asserts the implementation of a certain policy. It generally states solutions
and plans that are procedural and organized.
3. Claim of value - argues whether something is good or bad. It is based on judgment and evaluation on a
philosophical, aesthetic, or moral standpoint. However, note that it is not merely a statement of
subjective judgment; a claim of value is also assessed based on accurate information.
Example: The effect of violent tv programs on the minor is bad.

Exercise Test: Analyze each statement below. Identify whether it claims a fact, value or policy.
____________ 1. Living in the countryside is better than living in the city.
____________ 2. Other planets have already been visited by people.
____________ 3. Football is more exciting than basketball.
____________ 4. ASEAN Integration should be made part of the curriculum.

LESSON 7: CONTEXT OF TEXT DEVELOPMENT

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Context - the social, cultural, political, historical and other related factors that surround a text.
1. Intertext - happens when an author borrows or cites an idea from another text. The cited texts contain a
content which was borrowed from other texts. Intertextuality is a dialogue among different texts and
interpretations of the writer, the reader, and the context. It is a literary device that creates an
interrelationship between texts and generates related understanding in separate works (Intertextuality,
2015).
2. Hypertext - related with the manner of reading a text online. It is text on a computer screen or other
electronic devices with references (hyperlink) to other texts which the reader can immediately access.

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

LESSON 8: CRITICAL READING AS REASONING

Reasoning - the process of expressing ideas and opinions as well as justifying a stand based on and prior existing
knowledge and experiences needed to arrive at a decision.

Techniques in Reasoning:
1. Dare to read every day. Citing relevant ideas and opinions as well as justifying a stand based on prior and
existing knowledge and experiences needed to arrive at a decision.
2. Learn to focus on the main ideas (explicit or implied) and supporting details mentioned in the argument.
3. Examine the pros and cons of your argument. This will help you weave the flow of your thoughts presented.
4. Organize your thoughts. Arrange ideas either in chronological order or by emphasis.
5. Note points for improvement. After having justified an issue, recheck your stand based on your power to
convince the reader/audience. Moreover, practice, practice so that you become conscious of becoming better
every time you reason out.

 As a reader who uses reasoning in analyzing the merits of the proposition, you have to ask yourself questions
like:
 How well-developed are the arguments?
 Are there potential biases in the argument?
 Is the drawn conclusion based on the details presented?
 By using reasoning in reading, you are better equipped with needed data in deciding later on whether to accept
or reject the argument, position, opinion or conclusion of the writer.
 Critical reading as reasoning enables you to examine the validity and the strength of the material you are
reading.

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

LESSON 9: FORMULATING EVALUATIVE STATEMENTS

Evaluation - the making of value judgment

- the use of certain criteria against which we determine whether something is good or bad, strong or
weak, etc.

2 KINDS OF MEANING OF EXPRESSIONS

1. Descriptive meaning - a bare presentation of facts; it is constant
2. Evaluative meaning - varies with the reactions of those using the expression

Evaluative statements cover three components of the attitudes (Rao, 2010)

1. Cognitive - beliefs, opinions, knowledge and information held by a person
2. Affective - emotional or feeling, segment of an attitude
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3. Behavioral - intention to behave in a certain way toward someone or something

Using Evaluative Statements to Define Strengths and Weaknesses

1. Statement should be evaluative, not descriptive. Whenever possible, include specific information which enables
strengths and weaknesses to be quantified. Show why somethings is a strength or short coming.
2. Use data and benchmarks wherever possible - compare performance to benchmarking data or show trends over
previous years. Compare outcomes to targets set previously by the provider. This helps put the raw data into
context., and to show the standards are improving and the provider is moving on.
3. Be clear about where there are genuine strengths, rather than normal features which would be expected in any
provider. Compliance with a statutory or contractual obligations is a norm, not a strength.
4. Show the impact of both strengths and weaknesses - if surveys and reviews are undertaken to assess
effectiveness, how are the results acted on? If there is a short coming, how does it impact on learners and other
stake holders?
5. Make statements clear and more robust by showing how judgments have been reached.

9.a. Formulating Assertions about the Content and Properties of a Text Read

Assertion - a stylistic approach or technique involving a strong declaration in, a forceful or confident and positive
statement regarding a belief or a fact.
- its purpose is to express ideas or feelings directly.

Types of Assertion:
1. Basic - a simple and straightforward statement for expressing feelings, opinions and beliefs.
Example: “I wish I could have expressed this idea earlier because now, someone else has taken the credit.
2. Emphatic - conveys sympathy to someone and usually has two parts: (1) encompasses the recognition of the
feelings or situations of the other person and (2) follows a statement that shows support for other
person’s rights
Example: “I understand you are busy, and me too, but it is difficult for me to finish this project on my own.
So, I want you to help me in completing project.”
3. Escalating - occurs when someone is not able to give response to the basic assertions of the person, and
therefore, that person becomes firm about him or her.
Example: “If you do not finish this work at 6:00 tonight, I would better take the services of another worker.
4. Language - involves “I” language and is useful fro expressing negative feelings. It constructively lays emphasis on
a person’s feelings of anger.
Example: “When you speak harshly, I cannot work with you because I feel annoyed. Therefore, I want you
to speak speak gently and then assign me a task.”

9. b. Formulating Meaningful Counterclaims in Response to Claims Made in a

Text Read

Claim - the central argument of the text; also called a thesis, a proposition

Counter Claim - an opposing viewpoint to the central claim; a refutation

- signal words: however, but, on the other hand, yet, in contrast, otherwise, notwithstanding, nevertheless

Claim One of the ways in which ordinary people can prevent gingivitis is by gargling twice daily
with a dentist-approved mouthwash.However, in a recent survey of American dentists, some questioned
the use of mouthwash as a tactic to prevent gingivitis. Counter Claim

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

LESSON 10: DETERMINING TEXTUAL EVIDENCE

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Evidence - composed of factual information, statistics, expert’s opinion or any valid and reliable details used by the
author to support his argument.

UNIT 3: PURPOSEFUL WRITING IN THE DISCIPLINES AND FOR

PROFESSIONS

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

LESSON 11: PURPOSE IN ACADEMIC AND PROFESSIONAL WRITING

COMPONENTS OF ACADEMIC AND PROFESSIONAL WRITING

Context  the situation where professional writing is performed
 includes the people involved (sender and receiver), relationship between the people involved in
the communication, time and place, and some possible interferences
Message  the content of your document
 includes the main topic and details (facts, statistics, testimonies) that support it
Language  the channel used to convey the message
 can either be visual or textual, formal or informal, verbal or non-verbal
Purpose  the reason or motive that you have when communicating
 Helps determine the reactions you want to elicit from your target audience.
 TWO LEVELS OF PURPOSE: general and specific (the reason why you want to
inform/persuade the audience)
 TWO GENERAL PURPOSES:
a) Inform - make the audience understand a concept
b) Persuade - influence the readers to change their attitudes or actions
Audience  the receiver of the audience
 Primary (direct receiver of document) and secondary (indirect receiver of the document)
Product  the output you that you intend to produce after considering all the other components
Academic Writing Professional Writing
Academic essay, Thesis, Dissertation, Library Instructional manuals, Specification, Brochure,
research, Coursework, Reaction paper, Book Business correspondence (letter and memo),
review, Literature review, Research report, Business and technical report
Project proposal, Position paper

Content Standards:
Understands the requirements of composing academic writing and professional
correspondence.
Performance Standards:
Produces each type of academic writing and professional correspondence following the
properties of well-written texts and process approach to writing.

LESSON 12: COMPOSING TEXTS ACROSS DISCIPLINES

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1
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Lesson 12.a. Book Review
LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

Lesson 12.b. Article Critique

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

Lesson 12.c. Research Report

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

Lesson 12.d. Project Proposal

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

Lesson 12.e. Position Paper

LESSON 13: PROFESSIONAL CORRESPONDENCE

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

Resume
LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

Application for College Admission

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

Application for Employment

LEARNING COMPETENCY: . EN11/12RWS-IIIa-1

Various Forms of Office Correspondence

References:

Abao, E.L., Bacus, R.C. &Dayagbil, F.T. (2016). Critical Reading and Writing for the Senior High School.
Quezon City. Lorimar Publishing Inc.

Anudin, A.G. and Peña, A.S. (2016).Reading and Writing. Quezon City. Vibal Group Inc.

Bala, E.C., Salazar, E.S., Sunga, N.R., and Villamin, A.M. (1996). Quezon City. Innovative Strategies in
Communication Arts.Quezon City. Phoenix Publishing, Inc.

Bantilan, M.L., Concepcion, K.C., Gabelo, N.C., et al. (2010). Academic Writing: writing across disciplines.
Malabon City. Maxcor Publishing House, Inc.

Baraceros, E.L. (2011). Business Correspondence, Second Edition. Quezon City. Rex Bookstore, Inc.

Barrot, J.S. (2016). Academic Reading and Writing for Senior High School. Quezon City. C&E Publishing, Inc.

Cruz, C.O., Malata-Silva, J.H. & Marcia, A.T. (2018). Reading and Writing Skills. Quezon City. IBON
Foundation, Inc.

Herrel, A.L. and Jordan, M. (2008).Fifty Strategies for Teaching English Language Learners. New Jersey.
Pearson Education, Inc.

Malicsi, J. (2005).The ELP Written Communication Strategies. Quezon City. The Classics Foundation.
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 McMillan, J.H. (2018).Classroom Assessment: principles and practice that enhance student learning and
motivation. Virginia. Pearson Education, Inc.

Tandoc, S.D. (2016). Reading and Writing Skills for Senior High School. Manila City. Mindshapers Co., Inc.

Zwiers, J. (2014).Building Academic Language: meeting the common core standards. New Jersey. Jossey-
Bass.

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