“Family is the most important thing in the

world. It was difficult to choose a family

member to write about because they are all
very special. In the end, I decided to tell you
about the oldest member of my family, my
grandfather. First, I will tell you about his life
in the past, then about my life with him
now.”
Objectives:
 Identify the different proper ties of a
well- written text;
 Cite the impor tance of a well -written text; and
 Create a shor t well -written parag raph
employing the proper ties of a well -written
text .
 LESSON 4:
PROPERTIES OF A
WELL-WRITTEN TEXT
 THESIS STATEMENT: For a text to be well-written, one must keep in mind
these four properties.
I. Organization
II. Coherence and Cohesion
A. Arrangement of details according to . . .
1. Chronological Order
2. Spatial Order
3. Emphatic Order
B. Signal Devices
1. Transitions
a. Time e. Comparison
b. Sequence f. Contrast
c. Space g. Cause and Effect
d. Illustration h. Conclusion
2. Repetitions
3. Synonyms
4. Pronouns
III. Language Use
IV. Mechanics
I. ORGANIZATION
• Ideas are well-developed when there is a clear
statement of purpose, position, facts, examples,
specific details, definitions, explanation,
justifications, or opposing viewpoints.

• Organization is achieved when these ideas are

logically and accurately arranged.
 ORGANIZATION

If there is a clear
statement of IDEAS are
purpose, position, facts, formed
examples, specificdetails, and well- ORGANIZATION
definitions, explanation,
justifications, or developed.
opposing
viewpoints,

…and if there is organization,

there is . ..
COHERENCE
II. COHERENCE AND COHESION
COHERENCE
 This means that sentences are arranged in a logical
manner, making them easily understood by the
reader.
 It is based more on the logic of the ideas and how
they are presented rather than on the language that is
used to express these ideas.
 COHERENCE
It involves such features as:
 summarizing the overall argument of an
essay in the introductory paragraph;
 presenting ideas in a logical sequence;
 putting separate major points into separate
paragraphs; and
 beginning each paragraph with a topic
sentence, followed by supporting sentences
 COHESION
• connection of ideas at sentence level
• refers to the degree to which sentences (or even
different parts of one sentence) are connected
so that the flow of ideas is easy to follow.
• has nothing to do with the content but rather
on whether the paragraph has well connected or
merely a group of unrelated sentences.
 COHESION
• Through the use of cohesive devices, cohesion
serves as the glue that holds the structure
together.
• Good COHESION leads to good
COHERENCE.
How can we organize
the details of a
paragraph?
II. Coherence and Cohesion
A. Arrangement of details according
to . . .
1. Chronological Order
2. Spatial Order
3. Emphatic Order
1. CHRONOLOGICAL

- The details are arranged in the order in

which they happened.
 This morning was crazy. My alarm clock was set for
PM instead of AM, so I woke up really late. I just threw
on some clothes and ran out the door. I rode my bike as
fast as I could and thought that I was going to be late for
sure, but when I got there everyone was outside and
there were firetrucks all lined up in front of school. I
guess somebody pulled the fire alarm before class
started. It worked out though, because nobody really
noticed or minded that I was tardy.
2. SPATIAL – The sentences of a paragraph
are arranged according to geographical
location, such as left-to-right, up- to-down,
etc.
 The inside of Bill's refrigerator was horrible. On
the top shelf was a three week old carton of milk.
Next to it sat a slice of melon that had started to get
moldy. To the right of the melon sat the remains of a
macaroni and cheese dinner that had been served a
week earlier. On the shelf below was a slice of cake
from his sister's birthday party. Though there was food,
none of it was edible.
3. EMPHATIC – is when information
found in a paragraph is arranged to
emphasize certain points depending on
the writer’s purpose.
The coherence of the paragraph is
established in one of two ways: (a) from
least to most important, or (b) from
most to least important.
 After looking at all the brochures and talking to several
salesmen, I decided to purchase an SLR camera. For several years,
I had been dissatisfied with the results I was getting from my
point-and-shoot camera. The framing was imprecise and the
focus was not always accurate. I had planned a vacation to an
area that promised many fabulous photo opportunities, and I
wanted to capture each one with accuracy. But the most
important reason I decided on the SLR camera was the great
versatility it offered.
 In the paragraph, the organization moves
from the least important idea (dissatisfaction with
the results of the point-and-shoot camera) to
the most important idea (the versatility offered
with the SLR camera).
POINT OF CLARIFICATION?
Directions: Fill in the blanks with the appropriate words
in order for the paragraph to become cohesive and
coherent.

class students lessons

Peer Teaching students’ making mistakes
peer teaching teacher class
classes students university education
classroom learning teacher-centered
 The idea that working in groups is a bad thing is
fundamentally mistaken because, overall, the advantages
of configuring the class this way outweigh the potential
disadvantages. In groups, there is the opportunity for
______________, which can often be invaluable. In
addition, the _______________ organized in this way
become less _______________, Moreover, in life today,
team-working is a feature of every workplace and one of
the roles of ______________ is to provide a preparation
for ____________ future careers.
 ________________ can contribute to effective
___________ in most _________ situations. Many
___________ (especially in large ________) can benefit
from this approach. Weaker ___________ are often less
afraid of ______________ and taking risks in front of
their peers, than in close contact with their _________
or in front of the whole _______. Also, with regard to
the stronger ___________, a perfect way to consolidate
their learning is to transmit that knowledge to others.
B. Signal Devices
1. Transitions
a. Time e. Comparison
b. Sequence f. Contrast
c. Space g. Cause and Effect
d. Illustration h. Conclusion
2. Repetitions
3. Synonyms
4. Pronouns
B. Signal Devices
- words that give readers an idea
of how the points in your
paragraph are progressing
 COHERENCE AND COHESION

Examples:
1. Transitions (words that
connect one idea to another, in
order for our ideas to flow
smoothly)
 COHERENCE AND COHESION

a. Time (first, immediately,

afterward, before, at the same time,
after, earlier, simultaneously,finally,
next, in the meantime, later,
eventually, then, meanwhile, now,
subsequent, etc.)
 COHERENCE AND COHESION

b. Sequence (moreover,
furthermore, next, also,
finally, last, another, first,
second, third, besides,
additionally, etc.)
 COHERENCE AND COHESION

c. Space (above,
next to, below,behind,
beside, etc.)
 COHERENCE AND COHESION

d. Illustration (for
instance, specifically, for
example, namely, in this
case, to illustrate, etc.)
 COHERENCE AND COHESION

e. Comparison (similarly,
also, in the same way,
still, likewise, in
comparison, too, etc.)
 COHERENCE AND COHESION

f. Contrast (but, despite,

however, even though, yet,
on the other hand,
although, on the contrary,
otherwise, conversely, etc.)
 COHERENCE AND COHESION

g. Cause and Effect

(because, as a result,
consequently, then, so,
since, etc.)
 COHERENCE AND COHESION

h. Conclusion (thus,
therefore, in
conclusion, in short,
etc.)
 COHERENCE AND COHESION

2. Repetitions (repetitions of
main ideas keep continuity and
highlight important ideas)
-it could be a word, a phrase, or a full
sentence, or a poetical line repeated to
emphasize its significance in the entire text
Examples of Repetitions:
1.If you think you can do it, you can do it.
2.The boy was a good footballer, because his
father was a footballer, and his grandfather was a
footballer.
3.The judge commanded, stamping his mallet on
the table, “Order in the court, order in the court.”
4.The president said, “Work, work, and work,” are
the keys to success.
 COHERENCE AND COHESION

3. Synonyms (these are

words similar in meaning to
important words or phrases
that prevent tedious
repetitions)
 COHERENCE AND COHESION

4. Pronouns (words
that connect readers to
the original word that
the pronouns replace)
Example of Pronouns used in an actual sentence:

INCORRECT: Rodrigo Duterte is the 16th President of the

Republic of the Philippines. Aside from that, Rodrigo Duterte
also served as Davao City’s Mayor for a long period of time.
Rodrigo Duterte is also known by the populace as an adamant
leader. . .

CORRECT: Rodrigo Duterte is the 16th President of the

Republic of the Philippines. Aside from that, he also served as
Davao City’s Mayor for a long period of time. He is also known
by the populace as an adamant leader. . .
 LANGUAGE USE

III. Language Use

 LANGUAGE USE

III. LANGUAGE USE

- appropriateness of
word / vocabulary
usage
 LANGUAGE USE

Words and Phrases one must

avoid to use in order to practice
appropriate Language Use:
 LANGUAGE USE
Words and Phrases one must avoid
to use in order to practice
appropriate Language Use:

Table of contents
1.Too informal
2.Too unsophisticated
3.Too vague 4.Other
tips
 LANGUAGE USE
Too informal
Too unsophisticated
Too vague
 LANGUAGE USE
Other tips
•Jargon (i.e. “insider” terminology that may be difficult
for readers from other fields to understand)
•Clichés (which are expressions that are heavily
overused, such as think outside of the box and but at
the end of the day)
•Everyday abbreviations (e.g. photos, fridge, phone, info)
•Slang (e.g. cops, cool)
•Not gender neutral (e.g. firemen, mankind)
And lastly. . .
IV. MECHANICS
P M
M YW
M YW
YWYW
 MECHANICS
IV. MECHANICS
- set of conventions
on how to spell,
abbreviate,
punctuate, and
capitalize
*Avoid contractions and exclamation
points (unless part of a direct quotation)
*Mention the full name before the abbreviation.
 MECHANICS

Other examples. . .
LET’S PLAY
A GAME
 In this activity, I will be
presenting you excerpts or
examples from a text. You will try
to determine what property of a
well-written text is present/used
in it. For example. . .
Michael took thechildren
with him.
Answer: Coherence and cohesion,
Pronouns
 I will be grouping you into four
groups.
Please count one to four.
The goal of each group is to get
the highest score. Aim to get more
correct answers for a high score.
Exercise team work. Group secretary
give me a ¼ sheet of paper with the
When I begin reading each question,
listen carefully. It will only be read
TWICE. Write your answer on the
sheet that will be provided. Only ten
seconds will be allocated for you to
answer.
Question no. 1:
Central Idea: The Eiffel Tower is divided into three
sections.
Main Points: I. The lowest section of the tower
contains the entrance, a gift shop, and a restaurant.
II.The middle section of the tower consists of stairs
and elevators that lead to the top.
III.The top section of the tower includes an
observation deck with a spectacular view of Paris.
Answer: Coherence and Cohesion, Spatial Order
Question no. 2
During the early twentieth century, in addition to
industrialization, urban growth and technological
development, Australian society was experiencing a
transformation of the domestic ideal. Consequently,
people were subject to an increasing array of
government and professional programs aiming to
manage and regulate life, particularly family life.
Some of these programs were. . .
Answer: Coherence and
Cohesion, Signal
Devices/Transitions
Question no. 3
ALTERNATIVE: A poor or
negative result
Instead of: A bad result
Answer: Language
Use
Question no. 4
(Aside from transitions)
During the early twentieth century, in
addition to industrialization, urban growth
and technological development,
Australian society was experiencing a
transformation of the domestic ideal.
Answer:
Mechanics
Question no. 5
This morning was crazy. My alarm clock was set for PM
instead of AM, so I woke up really late. I just threw on some
clothes and ran out the door. I rode my bike as fast as I could
and thought that I was going to be late for sure, but when I
got there everyone was outside and there were firetrucks all
lined up in front of school. I guess somebody pulled the fire
alarm before class started. It worked out though, because
nobody really noticed or minded that I was tardy.
Answer: Coherence and
cohesion, Chronological
order
Question no. 6
President Rodrigo Duterte was the
th
16 President of the Republic of
Philippines. He is also the former
Mayor in Davao City for a long time.
Answer: Coherence and Cohesion,
Pronouns
Question no. 7
Incorrect: The value in this variable is used to
determine when to pause during long display output,
such as during a software dump. Its value is reset each
time the ok prompt is displayed.

Correct: The value in this variable is used to determine

when to pause during long display output, such as
during a software dump. The variable’s value is reset
each time the ok prompt is displayed.
Answer: Mechanics
 CONGRATULATIONS TO
THE WINNERS!  
CONGRATULATIONS ALSO
TO EVERYONE! 
Let’s test yourskills!
IV.
EVALUATION
IDENTIFICATION
Direction: Identify the following by writing it on the space before the item
number.
1. This is achieved when these ideas are logically and
accurately arranged.
2. The details of a paragraph are arranged according to
the order in which they happened.
3. It is a set of conventions on how to spell, abbreviate,
punctuate, and capitalize.
4. These are words that connect one idea to another, in
order for our ideas to flow smoothly.
5. This means that sentences are arranged in a logical
manner, making them easily understood by the reader.
6. These are words similar in meaning to
important words or phrases that prevent tedious repetitions.
7. The sentences of a paragraph are arranged
according to geographical location, such as left-to-
right, up-to-down, etc.
8. These are words that give readers an idea of
how the points in your paragraph are progressing.
9. These are the words that connect readers to
the original word that they replace.
10. To attain this property, one must be
consistent with the use of pronouns.
Key to
Correction:
1.Organization
2.Chronological/O
rder
3.Mechanics
4.Transitions
5.Coherence
6.Synonyms
7.Spatial/Order
8.Signal Devices
V. ASSIGNMENT (2 minutes)
Create a short well-written paragraph
(about
anything) employing the properties of a well-
written
text. Your essay will be rated according to
this analytic rubric. Consequently, use this
rubric as a guide when writing your essay
 TRAITS 4 3 2 1
Focus & Details There is one clear, well- focused topic. There is one clear, well-focused There is one topic. The topic and main ideas are not
Main ideas are clear and are well topic. Main ideas are clear but are Main ideas are somewhat clear. clear.
supported by detailed and accurate not well supported by detailed
information. information.

Organization The introduction is inviting, states the
main topic, and provides an overview
of the paper. Information is relevant
and presented in a logical order. The
conclusion is strong.
The introduction states The introduction states the main There is no clear introduction,
the main topic and provides an topic. A conclusion is included. structure, or conclusion.
overview of the paper. Aconclusion
is included.

Voice The author’s purpose
of writing is very clear,
and there is strong evidence of
attention to audience. The
author’s extensive
knowledge and/or
experience with the topic is/are
evident.
Word Choice The author uses vivid words and
phrases. The
choice and placement of words seems
accurate, natural, and not forced.
The author’s purpose of writing is
somewhat clear, and there is some
evidence of attention to audience.
The author’s knowledge and/or
experience with the topic is/are
evident.
The author uses vivid words and
phrases. The choice and placement
of words is inaccurate at times
and/or seems overdone.
The author’s purpose The author’s purpose of writing is
of writing is somewhat unclear.
clear, and there is
evidence of attention to audience.
The author’s knowledge
and/or experience with the topic
is/are limited.
The author uses words The writer uses a limited vocabulary.
that communicate clearly, but the Jargon or clichés may
writing lacks variety. be present and detract from the
meaning.

Sentence Structure, All sentences are well
Grammar, Mechanics, & constructed and have
Spelling varied structure and length. The
author
makes no errors in
grammar, mechanics,
and/or spelling.
Most sentences are
well-constructed and
have varied structure and length.
The author
makes a few errors in
grammar, mechanics,
and/or spelling, but
they do not interfere
with understanding
Most sentences are well
constructed, but they
have a similar structure
and/or length. The
author makes several
errors in grammar,
mechanics, and/or
spelling that interfere with
understanding.
Sentences sound
awkward, are distractingly repetitive,
or are difficult to understand. The
author
makes numerous errors
in grammar, mechanics,
and/or spelling
that interfere with understanding.
THANK YOU
FOR LISTENING!
(If ever you listened)
