Quarter 2 – Module 1

Writing and Composition

English - Grade 8
Alternative Delivery Mode
Quarter 2 –Module 1: Writing and Composition
First Edition, 2020
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Published by the Department of Education – Division of Gingoog City
Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Author/s: Hermie G. Pocot; Evita Luz A. Reyes; Michelle O. Tarucan;

Joan Kate C. Vallar

Reviewers: Levie D. Llemit, PhD

Illustrator: Raul A. Mabilen

Layout Artist: Michelle Tarucan

Management Team

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal ,PhD

OIC- Assistant Schools Division Superintendent

Members Pablito B. Altubar

CID Chief

Levie D. Llemit, PhD – Instructional Supervisor

Leah L. Tacandong - Instructional Supervisor

Himaya B. Sinatao, LRMS Manager

Jay Michael A. Calipusan, PDO II

Mercy M. Caharian, Librarian II

Printed in the Philippines by

Department of Education – Division of Gingoog City
Office Address: Brgy. 23,National Highway,Gingoog City

Telefax: 088 328 0108/ 088328 0118

E-mail Address: [email protected]
 8

ENGLISH
Quarter 2 - Module 1
Writing and Composition
This page is intentionally blank
 Table of Contents

What This Learning Package is About .................................................................................. i

What I Need to Know ............................................................................................................. i
How to Learn from this Learning Package ......................................................................... . i
Icons of this Learning Package ............................................................................................ ii
What I Know ......................................................................................................................... . iii

Lesson 1:
Composing Effective Paragraphs ..................................................................................... 1
What I Need to Know .................................................................................... 1
What’s New
Activity 1: My Diaries ................................................................................ 1
What Is It
Personal Narratives................................................................................... 3
What’s More
Activity 2: My daily Memoir ....................................................................... 6
What’s New
Activity 3: Getting Personal ...................................................................... 6
What Is It
The Soul of the Great Bell........................................................................ 7
What I Have Learned
Activity 3: I Have this in my mind ............................................................ 8
What I Can Do ............................................................................................... 9

Lesson 2:
Limiting a Topic .................................................................................................................. 12
What’s In ....................................................................................................... 12
What’s New
Activity 1: Try Me! ..................................................................................... 13
What Is It ...................................................................................................... 14
What’s More
Activity 3: Illustrate Me .............................................................................. 17
Activity 3: Show Me More ......................................................................... 17
What I Have Learned
Activity 4 ................................................................................................... 18
What I Can Do
Activity 5: What’s the Topic ...................................................................... 19

Lesson 3:
Using Variety of Techniques to Introduce a Topic ......................................................... 20
What’s In
Activity1 Do You Remember? ................................................................ 20
What I Need to Know .................................................................................... 20
What’s New
Activity 2: Let’s Be Friends....................................................................... 20
What Is It
Techniques to Introduce a Topic .............................................................. 21
What’s More
Activity 3: Let’s Introduce It ....................................................................... 22
What I Have Learned
Activity 4: What’s In My Mind ................................................................... 24
What I Can Do
Activity 5: describe It ................................................................................ 24
Lesson 4:
Developing a Paragraph through the Use of Support Sentences................................. 26
What’s In ...................................................................................................... 26
What I Need to Know .................................................................................... 26
What’s New .................................................................................................. 26
What Is It ...................................................................................................... 27
What’s More
Activity 1: Identifying Supporting Details .................................................. 27
Activity 2: Recognizing Supporting Details ................................................ 28
What I Have Learned
Activity 3: Generalization ......................................................................... 29
What I Can Do ............................................................................................... 30

Lesson 5:
Using Variety of Techniques to Formulate Conclusion ................................................. 31
What I Need to Know .................................................................................... 31
What’s In ...................................................................................................... 31
What’s New .................................................................................................. 32
What Is It ...................................................................................................... 32
What’s More .................................................................................................. 34
What I Have Learned .................................................................................... 36
What I Can Do ............................................................................................... 37

Lesson 6:
Developing a Paragraph that Illustrate each Text Type: Narrative ............................... 38
What’s In
Activity 1: Simple Recall ................................................................. 38
What I Need to Know .................................................................................... 39
What’s New
Activity 2: Fill this Out........................................................................ 39
What Is It
What is Narrative Paragraph? ........................................................... 39
What’s More
Activity 3: Think and Discuss ............................................................. 41
What I Have Learned
Activity 4: This is in my mind.............................................................. 42
What I Can Do
Activity 5: Narrate It ........................................................................... 42

Lesson 7:
Developing a Paragraph that Illustrate each Text Type: Expository ............................ 44
What’s In
Activity 1: Picture it Out ................................................................... 44
What I Need to Know .................................................................................... 45
What’s New
Activity 2: Now Explain...................................................................... 45
What Is It
What is Expository Paragraph? ......................................................... 46
What’s More
Activity 3: Approach Me ..................................................................... 48
What I Have Learned
Activity 4: This is in my mind.............................................................. 49
What I Can Do
Activity 5: Write Now ......................................................................... 49
Lesson 8:
Developing a Paragraph that Illustrate each Text Type: Persuasive ........................... 53
What’s In
Activity 1: Answer It ......................................................................... 53
What I Need to Know .................................................................................... 53
What’s New
Activity 2: Convince Me!.................................................................... 54
What Is It
What is Persuasive Paragraph? ........................................................ 55
What’s More
Activity 3: Convincing a Reader ......................................................... 55
What I Have Learned
Activity 4: Answer This ....................................................................... 56
What I Can Do
Activity 5: Write Now ......................................................................... 57

Lesson 9:
Developing a Paragraph that Illustrate each Text Type: Descriptive ........................... 59
What’s In
Activity 1: Let’s Read it Loud .......................................................... 58
What I Need to Know .................................................................................... 60
What’s New
Activity 2: Sense It! ........................................................................... 60
What Is It
What is a Descriptive Paragraph? ..................................................... 61
What’s More
Activity 3:Try it Out! ............................................................................ 64
What I Have Learned
Activity 4: Answer This ....................................................................... 65
What I Can Do
Activity 5: Write Now ......................................................................... 65

Lesson 10:
Developing a Paragraph that Illustrate each Text Type: Recounts .............................. 68
What’s In
Activity 1: Fill This Out ...................................................................... 68
What I Need to Know .................................................................................... 68
What’s New
Activity 2: Let’s Have a trip! .............................................................. 69
What Is It
What is a recount? ............................................................................. 70
What’s More
Activity 3: Report it Now ..................................................................... 72
What I Have Learned
Activity 4: Answer This ....................................................................... 74
What I Can Do
Activity 5: Write Now ......................................................................... 74

Assessment: (Post-Test) .................................................................................................77

Key to Answers…………………………………………………………………………………………..80
References …………………………………………………………………………………………….......85
What This Module is About

Writing doesn’t start with a sharpened pencil nor with an expensive ink-it
starts with ideas. As you write, you need to know the structure of your composition,
choose the words carefully, put ideas in order, and include interesting details in it.
Keep on writing and soon you’ll be able to express your ideas in a style that’s all your
own.
As you go through on this module you’ll be able to learn about the techniques
on how to write different kinds of paragraphs and how each structure of your
composition will be developed.

What I Need to Know

At the end of this module you are expected to:

• Compose effective paragraphs (EN8WC-IIa-2.8)
• Limit a topic (ENWCIIa-2.8.7)
• Use variety of techniques to Introduce a Topic (EN8WC-IIb.2.8.8)
• Develop related support sentences (EN8WC-IIc-2.2.1)
• Use a variety of techniques to formulate conclusion (EN8WC-IIc.2.8.9
• Develop paragraphs that illustrate each text type: Narrative, Expository, Descriptive,
Persuasive and Recounts) ( E8WC-IIe-i2.2)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading and understanding the lessons carefully.

• If you are having difficulty in understanding the lessons you can scan more books or
have more research online about the topic.

• Follow the directions and/or instructions in the activities and exercises diligently.

• Answer all the given tests and exercises with all honesty.

• Take a break in between lessons and activities, having it could give your mind more
room to absorb the lessons well. You don’t have to be exhausted upon learning make
sure to find joy in it.

i
ii
 What I Know
PRETEST

Test I: Read each question carefully and write the letter of your answer.

Selection:
(1)Paper is one of the world’s most important and useful products. (2)Without it, there
would be no newspapers, magazines, writing paper, or greeting cards. (3)There would
be no paper bags or boxes, paper money, gift-wrapping, or toilet paper. (4)Take a look
around you. (5)How many things can you see that are made from paper? (6) Learn to
conserve paper.

1. What is the selection all about?

a. newspapers b. paper c. paper products d. things around you

2. Which statement contains the main idea of the selection?

a. 1 b. 2 c. 3 d. 4

3. Which statements support the main idea of the paragraph?

a. 1-4 b. 2-5 c. 1-6 d. 2-6

4. How many things are made from paper that are mentioned in the selection?
a. 7 b. 8 c. 9 d. 10

5. Which statement should not be part of the paragraph?

a. Take a look around you.
b. Learn to conserve paper.
c. How many things can you see that are made from paper?
d. Paper is one of the world’s most important and useful products.

6. It is a prose narrative relating personal experience usually told in first person; its
content is non-traditional.
a. descriptive b. expository c. personal narrative d. persuasive

7. The following are the techniques in introducing a topic EXCEPT___________.

a. Ask Question b. Make a Conclusion
c.--Begin with a Startling Factd. d. Open with Lively Description

8. It is a type of text that is made by the author’s imagination.

a. biography b. fiction c. news columns d. non-fiction

9. This tells the story of someone’s life from the perspective of another writer.
a. biography b. fiction c. news columns d. non-fiction

10. This records daily life events and collects writer’s thought and feelings about the
events.
a. biography b. fiction c. diaries d. Letters

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 11. These are stories that use magic, or supernatural as a primary plot.
a. fantasy b. horror c. mystery d. science fiction

12. This paragraph expresses the chronological order of events and give enough
information that the reader can understand.
a. descriptive b. narrative c. persuasive d. recounts

13. This paragraph type explains facts and ideas.

a. expository b. narrative c. persuasive d. recounts

14. It is a form of writing that tries to convince a reader to do something or to believe

what you believe about a certain topic.
a. expository b. narrative c. persuasive d. recounts

15. This form of writing describes how a person/thing looks or feels.

a. descriptive b. narrative c. persuasive d. recounts

16. This retells an experience or an event that happened in the past. The purpose
of this is to inform, entertain or to reflect and evaluate.
a. descriptive b. narrative c. persuasive d. recounts

17. This writing is where the author is recounting an experience that they were
involved in directly.
a. events b. factual recount
c. imaginative recount d. personal recount

18. This writing can be used to retell a particular incident or event.

a. events b. factual recount
c. imaginative recount d. personal recount

19. This writing retells of an imaginary event through the eyes of a fiction character.
a. events b. factual recount
c. imaginative recount d. personal recount

20. Which of the following are the parts of the introduction?

a. Introduction-supporting details-Conclusion
b. Thesis Statement-Conclusion-Topic Sentence
c. Opening Statement-Conclusion-Supporting Details
d. Opening Statement-supporting details-Thesis Statement

Test II: Formulate conclusions on the following statements. (5 points each)

1. In the tests for English and Filipino, the three topnotchers are girls. In biology and
geometry, the top three are boys.
Conclusion:

2. Records in the library for the past two months show that there were 158 female
borrowers of fiction books and there were 102 male borrowers.
Conclusion:

iv
3. The Lost and Found section reported that of the 10 books found this month, 8 belonged
to boys and 2 to girls. Of the 23 cases of lost ballpens, 20 were reported by boys and 3
by girls.
Conclusion:

4. The principal called an emergency meeting. All of the teachers attended except Miss
Salazar. Miss Salazar have never missed a single meeting in all the three years she has
been in school.
Conclusion:

v
 Lesson Composing Effective
Paragraphs
1
What I Need to Know

This lesson will guide you on how to compose effective paragraphs. Your skill
in writing will be demonstrated at the end of the lesson through composing your paragraph.

What’s New

Activity 1: My Diaries
Directions: Read and understand what is written in the sample diaries below. Then answer
the questions that follow.

https://bit.ly/3g8Gqxb https://bit.ly/2YDAru0

1
Questions:

1. What are the two diaries tell about?

2. Are you fond of writing during your spare time?

3. Do you keep diaries about important events in your life?

4. What is the significance of writing for you?

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 What is It

The personal narrative is the foremost enjoyable kind of assignment to put in

writing because it provides you with a chance to share a meaningful event from your
life. How often does one to tell funny stories or brag a couple of great experience and
receive school credit for it?

Think of a Memorable Event

A personal narrative can target any event, whether it's one that lasted some
seconds or spanned some years. Your topic can manifest your personality, or it can
reveal happenings that shaped your outlook and opinions. Your story should have a
transparent point. If nothing involves mind, try one in all these examples:

• A learning experience that challenged and altered you;

• A new discovery that materialized in a noteworthy way;
• Something funny that happened to you or your family;
• A lesson you learned the hard way.

Planning Your Narrative

To write a narrative paragraph, start it with a brainstorming session. Take a

few moments to write down several memorable events from your life. Remember, this
doesn’t have to be highly dramatic: Your event could be anything. If you think your life
doesn't have that many interesting events, try to come up with one or more examples
for each of the following:

• Times you laughed the hardest

• Times you felt sorry for your actions
• Painful memories
• Times you were surprised

3
 Next, look over your list of events and narrow your choices by selecting people
who have a transparent chronological pattern, and people that will enable you to use
colorful, entertaining, or interesting details and descriptions. Finally, decide if your topic
encompasses a point. A shaggy dog story might represent irony in life or a lesson
learned in an exceedingly comical way; a scary story might demonstrate how you
learned from miscalculation. Settle on the purpose of your final topic and keep it in
mind as you write.

Show, Don’t Tell

Your story should be written in the first-person point of view. In a narrative, the
writer is the storyteller so, you can write this through your eyes, and ears. Make the
reader experience what you experienced—not just read what you experienced.

Do this by imagining that you are reliving your event. As you think about your
story, describe on paper what you see, hear, smell, and feel, as follows:

Describing Actions

Don't say:
"My sister ran off."

Instead, say:
"My sister jumped a foot in the air and disappeared behind the closest tree."

Describing Moods

Don't say:
"Everyone felt on edge."

Instead, say:
"We were all afraid to breathe. Nobody made a sound."

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Elements to Include

Write your story in chronological order. Make a brief outline showing the
sequence of events before you begin to write the narrative. This will keep you on track.
Your story should include the following:

Characters: Who are the people involved in your story? What are their
significant character traits?

Tense: Your story already happened, so, generally, write in the past tense. Some
writers are effective in telling stories in the present tense—but that usually isn't a good
idea.

Voice: Are you attempting to be funny, somber, or serious? Are you telling the story of
your 5-year-old self?

Conflict: Any good story should have a conflict, which can come in many forms.
Conflict can be between you and your neighbor’s dog, or it can be two feelings you are
experiencing at one time, like guilt versus the need to be popular.

Descriptive language: Make an effort to broaden your vocabulary and use

expressions, techniques, and words that you don’t normally use. This will make your
paper more entertaining and interesting, and it will make you a better writer.

Your main point: The story you write should come to a satisfying or interesting end.
Do not attempt to describe an obvious lesson directly—it should come from
observations and discoveries.

Don't say: "I learned not to make judgments about people based on their appearances."

Instead, say: "Maybe the next time I bump into an elderly lady with greenish skin and a
large, crooked nose, I'll greet her with a smile. Even if she is clutching a warped and
twisted broomstick."

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 What’s More
Activity 2: My Daily Memoir

Directions: Read and

study the sample diary from
the book entitled The Diary of
a Wimpy Kid. Make your own
5-day everyday diary that
contains 4-10 sentences
each. Write it on your
creatively done journal.

https://bit.ly/2Vool6e

What’s New

Directions: Read and study sample personal narrative and answer the questions below.

My First Talent Show

Standing backstage,
Activity I could
3: Getting feel my heart thumping in my chest. “Just relax” my
Personal
friend Jenny whispered. “You’re ready for this.” I nodded. Jenny was right. I’d been
practicing my song for the school talent show for six weeks. Still, picturing an audience
packed with kids, parents and teachers made me want to run out the door.
“Too late for that,” as Mr. Peterson announced my song. Jenny gave me a
nudge, and suddenly I was on the stage. Standing in the spotlight, I grasped the
microphone and belted out the lyrics. I heard my voice pour through the speakers and
fill the room. “It’s going well”, I thought to myself. “Don’t mess up.”
I looked out at the sea of faces. The auditorium was dark, but I could see
hundreds of eyes staring back at me. The smell of candy bars and popcorn filled the
room. “I hope Jenny is saving some for me,” I thought, as I startled the chorus one last
time.
As I finished the song, the audience began to clap. “Yeah, Katie!” one kid yelled.
“You roc!” screeched another. I took a bow and walked offstage with a smile plastered
across my face. “How many days until next year’s talent show?” I asked jenny.

https://bit.ly/2ZbkaMd
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 1. What details did the writer include to set the scene of the story?

2. How did the writer start his/her personal narrative?

3. What details did the writer include upon developing her personal narrative?

What is It

A narrative paragraph tells a story. Something happens first, second, third, etc.
These paragraphs are used in fiction as a writer describes the unfolding of events, but
they are also found when describing any actual sequence of activity.

7
 Personal narrative is a prose narrative relating personal experience usually told
in first person; its content is non-traditional. "Personal" refers to a story from one's life or
experiences. "Non-traditional" refers to literature that does not fit the typical criteria of a
narrative

What I Have Learned

Activity 4: I Have This In My Mind

Direction: Answer the following questions in the box.

1. Is it important to keep diaries/journals of the important events of your life?

Explain your answer.

2. Will you consider writing as a fond activity to do during your spare times? Why?
Why not?

8
 What I can do
Activity 5: Write Now!

Choose from any of the following topics for your personal narrative. A minimum of
150 words is required. Consider the rubric below upon writing and write it on your
creative.
❖ Most Memorable Place I Visited
❖ The Happiest Event in My Life
❖ My Ultimate Goal in Life
❖ My Dream Vacation

PERSONAL NARRATIVE RUBRIC

CATEGORY 3 2 1

Writing has not

Writing has clear Writing has very
ORGANIZATION enough clear
beginning, middle, unclear beginning,
beginning, middle, and
and ending. middle, and ending.
ending.

Writing makes sense.

It has many details Writing mostly makes Writing does not
CONTENT that help the reader sense and has some make sense and/or
imagine what is being details. has few details.
described.

QUALITY OF The work is neat and Handwriting is legible Work is difficult to

easy to read. but could be better. read.
WORK

All sentences have ost of the sentences Writing is missing

MECHANICS capital letters and have capital letters many capital letters
end marks in the and end marks in the and end marks.
correct places.
correct places.

TOTAL:

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Write Here!

10
11
Lesson

2
Lesson
Limit a Topic
What’s In

Once you’ve selected a topic that feels right, you need to do yourself a favor; avoid
becoming hopelessly lost at the start.
One way to avoid this booby trap is to narrow or reduce the topic so that it becomes
more and more yours. Huge topics like “Eating Disorders,” “Social Networking,” or “The
Environment” have to be limited – not to add to your workload but to actually help you lessen
the size of things you have to tackle.

The more distinctive your way into the topic is, the less chance you have of falling
victim to the sinking feeling that you have nothing new to say – that everything about your
topic has already been written about. All writers, research writers or not, have all been
intimidated by the burden of the past. The burden becomes heavier in research writing when
we choose a topic that is too general. That’s not to say you shouldn’t write about eating
disorders, social networking, or capital punishment; however, you will have much more room
to maintain your voice, your position, and your sanity with less of a garden to weed or with
less water in your pool to keep your balance.
https://www.brookdalecc.edu/humanities-institute/english/english-composition/limiting-the-topic/

Effective writing depends on the writer’s ability to limit the scope of a subject. We are
never able to write everything that could be said about a topic; most writing assignments
include specified length limits. Writing in all disciplines requires students to decide what is
really important about a subject. Writing situations after graduation impose similar limits.
Business reports, scientific articles, research grants, and dissertations have limits, and
readers have limits; they have limited time and massive amounts of information to absorb.
Our task is to provide important information in the space we are given.

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 Limiting your subject begins with answering certain questions:

What subjects interest you as a writer?

What do you think will interest your readers?
What information can you find regarding your subject?

https://www.tamug.edu/writing/no%20show/Selecting%20and%20Limiting%20your%20Topic.html

In this lesson, you are going to learn how to limit a topic.

What’s new

Activity 1: Try Me!

Directions: Read the paragraph carefully. Then answer the questions that follow. For
question number 1, just encircle the letter of your answer.

PARAGRAPH A
1
The sun was just rising, gliding the crown of the donjon keep with a flame of sturdy
light. 2Below, among the lesser buildings, the day was still, gray, and misty. 3Only an
occasional noise broke the silence of the early morning—a cough from one of the rooms, the
rattle of a pot or a pan stirred by a sleepy scullion; the clapping of a door or a shutter; and
now and then, the crowing of a cock back of the long row of stables—all sounding aloud and
stirring in the fresh dewy stillness
--Howard Pyle, “Men of Iron”
Skill Builders for Efficient Reading 10
Phoenix Learning Package,
Phoenix Publishing House, Copyright 2003, page
130

13
 Questions:
1. Which of the following tells about the main idea of the paragraph?
a. beauty of sunrise. b. colors of early morning.
c. silence of early morning. d. noises in the castle buildings.

2. Underline the word in sentence 3 that is the opposite of silence

3. Give examples that act as supporting ideas to noise.

a. ________________________________________
b. ________________________________________
c. ________________________________________
d. ________________________________________

Note: Answers to questions number 2 and 3 are just additional ideas to the answer of
question number 1. But the question is, how were you able to answer question number 1?
Your answer must have something to do with narrowing the details in the paragraph until you
come up with the central idea or topic of the entire paragraph of which the details are
written about.

What is it

Limiting a Topic.
Limiting a topic is the first step in writing a strong paragraph. Many topics are too
broad to talk about in 7-9 sentences. We must focus or limit the topic so that we can talk
about it completely in a single paragraph.

Illustration 1:
Walking to Physical Fitness
Walking is my favorite way to exercise. Walking thirty to forty minutes every morning
is a great way to relax. When I walk with a friend, I can talk about the day ahead or share
some challenges I am facing. When I walk by myself, I can meditate and get rid of my
stress. Walking regularly also improves my general health. Fitness experts recommend an
exercise routine to keep the heart strong. Furthermore, walking every day lessens my risk of
disease. I know the positive effects walking have made in my life, and I will continue my
walk to physical fitness.

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 “Walking to Physical Fitness” has all the elements of a good paragraph:
 A focused topic: walking as a form of exercise

 A main idea expressed in a topic sentence: Walking is my favorite way to

exercise.

 Details supporting the main idea: a great way to relax, walk with a friend,
walk by myself, improves my general health, keeps the heart strong, lessens
my risk of disease

 A concluding sentence: I know the positive effects walking has made in my

life, and I will continue my walk to physical fitness.

Illustration 2:
3 ways to narrow the topic “Childhood”:
1. Childhood
 Birthday parties
 The best birthday party I ever had
2. Childhood
 My friends
 My friends in the seventh grade
⚫ My best friend in seventh grade
3. Childhood
 Summer vacations
 Family trips
⚫ The time my family went camping
⚫ The night it rained and our tent collapsed

Illustration 3:
Topic: Sports
 Indoor sports
o Soccer
 Girls’ Soccer
 Girls’ soccer at Sandcreek Middle School
⚫ The girls’ soccer game at SMS on a specific date
⚫ The best shot in the girls’ soccer game at SMS on the
above date

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Writing a Topic Sentence

✓ The topic sentence of a paragraph expresses the single main idea the writer
wants to communicate to the reader.

✓ All the other sentences in a paragraph explain the topic sentence.

✓ It keeps the writer on track as they write.

✓ It helps the reader understand the message of the paper.

✓ A topic sentence is neither too broad nor too narrow.

✓ If it is too broad, you will not be able to discuss it in a single paragraph.

✓ If it is too narrow, you will have difficulty writing an entire paragraph about
the topic.

Illustration 4:
Too Broad: Mystery novels are fun to read.
Too narrow: The last mystery novel I read was 300 pages long.
⚫ Just Right: The plot of the novel May Tomorrow Never Come is suspenseful.

Too Broad: Eating correctly is important.

Too narrow: Spinach is an excellent source of iron.
⚫ Just Right: An important step in preventing heart disease is eating fruits and
vegetables daily.

A topic sentence has 2 parts:

1. It names the topic.
2. It expresses an idea about it.

Illustration 5:

Topic Sentence: Successful students know how to manage study time.

Topic: Successful Students

What about the topic? Know how to manage study time

Illustration 6:

Topic Sentence: Knowing how to study for tests is important in high school.

Topic: Knowing how to study for tests

What about the topic? Is important in high school

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Illustration 7:

Topic Sentence: Taking notes in class is another essential study skill.

Topic: Taking notes in class

What about the topic? Is another essential study skill

Source: https://slideplayer.com/slide/8383244/

What’s More

Activity 2: Illustrate Me!

Directions: From broad topics below, make an illustration until you reach to a limited or just
right topics.

1. Topic: Health Problem

 ________________________________________________
 _________________________________________
 ______________________________________
2. Student’s Problem
 __________________________________________
 ___________________________________________
⚫ ________________________________

Activity 3: Show Me More

Directions: You are given topic sentences below. Identify its two parts. Write the topic and
what about the topic in the given blank.

1. Topic Sentence: Parents separation can affect the life of a child.

Topic: _________________________________________________________________
What about the topic_____________________________________________________

2. Topic Sentence: Following government’s health protocols can help lessen the worst
effects of COVID19 pandemic.
Topic: ________________________________________________________________
What about the topic: ___________________________________________________

3. Topic Sentence: Prolong use of gadgets can destroy one’s health.

Topic: ________________________________________________________________
What about the topic: ____________________________________________________

4. Topic Sentence: Prayer is the best weapon against all forms of violence and evil works.
Topic: ________________________________________________________________
What about the topic: ____________________________________________________

17
5. Topic Sentence: Teachers are doing their best to continue educating the students even
during the COVID 19 pandemic.
Topic: ________________________________________________________________
What about the topic: ____________________________________________________

What I have learned

Activity 4: Generalization
Direction: Answer the question below.

Why do we limit our topic in writing paragraphs?

____________________________________________

____________________________________________

____________________________________________

____________________________________________

_____________________________________________

_____________________________________________

____________________________________________

18
 What I can do
Activity 5: What’s the Topic
Directions: You are going to write a paragraph about how to become successful in life. From
there, you are going to identify the topic sentence, the topic and what about the topic.

__________________________________

_________________________________________________

__________________________________________________

__________________________________________________

___________________________________________________

_________________________________________________

__________________________________________________

__________________________________________________

___________________________________________________

Topic Sentence: _______________________________________________

Topic: _______________________________________________________
What about the topic: ___________________________________________

19
 Lesson Use a Variety of Techniques to
3 Introduce a Topic

What’s In
Activity 1: Do You Remember?
Directions: Answer the question below.

How will you limit a topic?

What I Need to Know

This lesson will guide you on how to use variety of to introduce a topic. Your
skill in writing will be demonstrated at the end of the lesson through composing your
own composition.

What’s New

Activity 2: Let’s be friends!

Have you experienced meeting a new friend? How did you introduce yourself upon
meeting them? Is it fun to meet a new one?

20
Write Here!

What is It
Techniques to Introduce a Topic

21
 https://bit.ly/2CLSFBi

What’s More

Activity 3: Let’s Introduce It

It is important when you are writing to clearly introduce your topic in a way
that would grab the reader’s attention. Write an introductory statement that best
introduces the topic below.

22
❖ What is your favourite color?

❖ Are dogs good pets?

❖ Which is better a big sister or a little sister?

23
 What I Have Learned
Activity 4: What’s in my Mind

1. How helpful are the techniques in writing an introduction useful to you?

What I Can Do

Activity 5: Describe It!

Directions: Choose one composition topic that you like the most and make an
introduction of it using the 5 techniques in introducing a topic

LIVELY DESCRIPTION

24
STARTLING FACT

QUOTATION

QUESTION

25
Lesson Develop Related Support
4 Sentences

What’s in?
In the previous lesson, we learned the different variety of techniques to introduce
a topic.

What I Need to Know

Develop related support sentences in a paragraph

a. What is a paragraph?
b. What is a topic sentence?
c. What are support sentences?
d. What is unity in a paragraph?
e. What is coherence in a paragraph?

What’s New

Read the paragraph carefully. Choose the statements that are not related to
the topic. Underline these statements. Reread the whole paragraph without these
statements.

1
The Pinoy jeepney is considered as the “king of the Road”. 2
It is the
3
dominant means of transportation in the country. Innovations have made the Pinoy
jeepney even better today. 4Montero Sports are very expensive cars. 5Today, some
jeepneys, are actually powered by electricity. 6Sometimes I ride in a taxi because it is
cool and comfortable. 7 These jeepneys don’t contribute to pollution because they do
not emit smoke. 8Smoke causes air pollution. 9No matter how the Pinoy jeepney has
changed its appearance it continues to play an important role in the everyday lives of
Filipinos. 10I hope I can buy a car someday.

26
 What is it

A paragraph is the basic unit of composition. It consists of a group of related

sentences that develop one main idea. It has three main parts; an introduction, a
body of the paragraph and a conclusion. In other words, it has a topic sentence, a
few supporting sentences, and a concluding sentence.

The main idea of a paragraph is the primary point or concept that the
author wants to communicate to the readers about the topic. Hence, in a paragraph,
when the main idea is stated directly, it is expressed in what is called the topic
sentence. It gives the overarching idea of what the paragraph is about and is
supported by the details in subsequent sentences in the paragraph. The topic
sentence is usually found at the beginning of a paragraph.

Unity in a paragraph means that the entire paragraph should focus on one
single idea. The supporting details should explain the main idea. The concluding
sentence should end the paragraph with the same idea. Thus, a unified paragraph
presents a thought, supports it with adequate details and completes it with a
conclusion.

Coherence means establishing a relationship between the ideas presented in

a paragraph. It is introduced either in the chronological order or in the order of
importance. The ideas, thus expressed in the paragraph, flow smoothly from one to
the other in a logical sequence. This helps the reader to understand the paragraph.

Go back to the paragraph that you answered. What is it all about? Can
you tell which sentence talks about the main idea of the paragraph? Are the
sentences that come after the main idea all support it?

How are they arranged? Do these sentences contribute to the development

of the main idea?

27
 What’s More

Activity 1: Identifying Supporting Details

Directions: Read each pair of sentences. Write TS for Topic Sentence next to the sentence
that would make a good topic sentence. Write SD for Supporting Detail next to the
sentence that would make a good supporting detail.

____1. The house on the corner is beautiful inside.

____ The kitchen has recently been remodelled.
____2. He never jumps up on anyone.
____ Chase is a very well-behaved dog.
____3. Gardening is very good for you.
____ You get a lot of exercise working in the garden.
____4. Kari’s birthday party was a lot of fun.
____ We played games and won prizes.
____5. We spend all day Saturday cleaning.
____ It was a very busy weekend.
____6. Having a backyard garden is a lot of work.
____ You must continually monitor the condition of the plants.
https://rb.gy/welgp6

Activity 2: Recognizing Supporting Details

Directions: Read each group of sentences. One of them is a topic sentence, and the other
two provide supporting details. Circle the letters of the sentences that provide supporting
details.

1. TOPIC: gardening
a. Many people enjoy flowers.
b. Gardening is a form of mild exercise.
c. Gardening is a fun and healthy pastime.
2. TOPIC: homework
a. There are many different opinions about homework.
b. Some people believe homework is unnecessary.
c. Others believe that homework is important.
3. TOPIC: dogs
a. Some breeds are best suited for athletic people.
b. Some breeds are “lap dogs” and suited for a quiet life.
c. There is a perfect breed of dog for everyone.

28
 4. TOPIC: novels
a. You learn to put yourself in someone else’s shoes.
b. Reading novels can help you develop important life skills.
c. Reading novels is an opportunity to practice critical thinking.
5. TOPIC: weather
a. This summer we have enjoyed wonderful weather.
b. Temperatures have averaged 85 degrees.
c. We have hardly had any rain.
6. TOPIC: Pokémon
a. Pokémon is popular around the globe.
b. There are Pokémon everywhere.
c. Pokémon products are available in many languages.
https://rb.gy/iiah0u

What I Have Learned

Activity 3: Generalization
Directions: Scan the paragraph. Rearrange the details to make a unified and coherent
paragraph. Rewrite the new paragraph in the box below. Make your topic sentence the first
sentence in the paragraph followed by the supporting details in correct order. DO NOT
number the sentences when writing your paragraph.

(1) The mouth connects right to a stomach that is like a bag.

(2) The mouth of a starfish is in the center of its body.
(3)Then it turns its stomach inside out and pushes its stomach inside the shell.
(4) It does not have teeth.
(5) It digests the animal outside the body of the starfish.
(6) When it is time for dinner, the starfish uses its arms and tube feet to pry open the
shell of a clam, mussel, or oyster.
(7) The stomach wraps around the soft body of the prey.
(8) Starfish have a really weird way of eating!

29
 What I Can Do

Activity 4: Let’s Compose

Directions: Fill in the spaces with the necessary supporting details. Then, add your own
paragraph afterwards.

The ‘New Normal” has made me realize many things. It realized that

____________________________. It helped me appreciate _____________. It

gave me the feeling of ________________________________________________.

In all of these I am ___________________ because ______________________.

_____________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

______________________________________________________.

30
Lesson Using A Variety of Techniques to
Formulate a Conclusion
5
What I Need To Know
In this module, you will learn how to:
➢ Use a variety of techniques to formulate a conclusion.

What I Know
Say something about the pictures. Think of the things that might happen
before and after in that situation.

(Picture taken at JDMNHS during General PTA Meeting and Reading of Honors) (Picture taken at Purok 1, Odiongan Gingoog City during Alay Linis 2019)

Picture A Picture B
Questions:
1. How did you come up with that conclusion?
___________________________________________________________________
2. What are your bases?
___________________________________________________________________
___________________________________________________________________

What’s In
➢ In 2 to 3 supporting sentences, share what you know about conclusion.

Conclusion is _____________________________________________________
___________________________________________________________________.
The things to consider in writing a conclusion are ____________________________
___________________________________________________________________.
31
 What’s New

Read the following passages about Asian-African traditions and values and draw
conclusions about each.
1. Parents are really very keen to see that their children are married to suitable
families. Married sons continue to live in the same household with their parents. It
is considered ideal for men to marry and bring their wives to go and live with their
husbands after marriage. A unique feature of the Chinese family is the one child
policy that has been enforced by the law of the country. The first son enjoys the
greatest benefits in terms of education and opportunities. The first daughter takes
responsibility in helping to raise her younger siblings.

Conclusion Evidence

2. Unlike other Asian countries where women tend to be in more subservient

positions, women in the Philippines have had high societal positions since pre-
colonial times. Since there is gender equality, businesses are more accepting of
women performing business.
Conclusion Evidence

Sources:file:///E:/English%208%20Materials/english_teachers_guide1%20ENGLISH%208.pdf

What Is It
A conclusion is an opinion or judgment you make after studying all the facts you
have. When you draw a conclusion, you make a decision or form an opinion based
on facts and details. The facts and details are stated directly, but the conclusion is
not.
To draw a conclusion from something you have read, you must go beyond the
information a passage contains. However, you must be sure that your conclusion fits
with the facts and details that are given in the passage. You make and analyze also
the variety of ideas that relate to the same topic.
32
 It also means that when you’re going to make a conclusion, you must also
consider your reader. There are lots of strategies to be used in order for them to
understand. You may echo the introduction:
• Echoing the introduction: can be a good strategy if it is meant to bring the
reader full-circle. If you begin by describing a scenario, you can end with the
same scenario as proof that your essay was helpful in creating a new
understanding.

Example:
Introduction
From the parking lot, I could see the towers of the castle of the Magic Kingdom
standing stately against the blue sky. To the right, the tall peak of The Matterhorn
rose even higher. From the left, I could hear the jungle sounds of Adventureland. As I
entered the gate, Main Street stretched before me with its quaint shops evoking an
old-fashioned small town so charming it could never have existed. I was entranced.
Disneyland may have been built for children, but it brings out the child in adults.
Conclusion
I thought I would spend a few hours at Disneyland, but here I was at 1:00 A.M.,
closing time, leaving the front gates with the now dark towers of the Magic Kingdom
behind me. I could see tired children, toddling along and struggling to keep their eyes
open as best they could. Others slept in their parents’ arms as we waited for the
parking lot tram that would take us to our cars. My forty-year-old feet ached, and I felt
a bit sad to think that in couple of days I would be leaving California, my vacation
over, to go back to my desk. But I smiled to think that for at least a day I felt ten years
old again.
You can also challenge your reader,
• Challenging the reader by issuing a challenge to your readers, you are helping
them to redirect the information in the paper, and they may apply it to their own
lives.

Example:
Though serving on a jury is not only a civic responsibility but also an interesting
experience, many people still view jury duty as a chore that interrupts their jobs and
the routine of their daily lives. However, juries are part of America’s attempt to be a
free and just society. Thus, jury duty challenges us to be interested and responsible
citizens.

33
 Or you can look to the future,
• Looking to the future can emphasize the importance of your paper or redirect
the readers’ thought process. It may help them apply the new information to their
lives or see things more globally.

Example:
Without well-qualified teachers, schools are more than buildings and equipment.
If higher-paying careers continue to attract the best and the brightest students, there
will not only be storage of teachers, but the teachers available may not have the best
qualifications. Our youth will suffer. And when youth suffers, the future suffers.
And you can also pose a question,
• Posing questions either to your readers or in general, may help your readers
gain a new perspective on the topic, which they may not have held before
reading your conclusion. It may also bring your main ideas together to create a
new meaning.

Example:
Campaign advertisements should help us understand the candidate’s
qualifications and positions on the issues. Instead, most tell us what a boob or knave
the opposing candidate is, or they present general images of the candidate as a
family person or God-fearing American. Do such advertisements contribute to
creating an informed electorate or a people who choose political leaders the same
way they choose soft drinks and soap?
Conclusions are often the most difficult part of an essay to write, and many
writers feel that they have nothing left to say after having written the paper. A writer
needs to keep in mind that the conclusion is often what a reader remembers best.
Your conclusion should be the best part of your paper. (Sources: https://leo.stcloudstate.edu)

What’s More
Formulate conclusions on the following passages using the different techniques
in writing a conclusion:
1. In many places in Africa, young girls are trained to be good wives from an early
age. They may even learn secret codes and secret languages that allow them to
talk with other married women without their husbands understanding what is
being said. Depending on which part of Africa you are in, wedding ceremonies
can be extremely elaborate, some lasting many days. Often huge ceremonies are
held during which many couples are united at the same time.

34
Conclusion:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Taking off one’s shoes is another prevalent practice in Japan. While entering
houses, schools and many other buildings, people are expected to take off their
shoes. It is basically done to keep the houses clean. Make sure you are wearing
decent socks, as you will be expected to take off your slippers when seated on
tatami mats.
Conclusion:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. In African culture, a child learns at an early age on how to become a good

member of his tribe. Each member of the tribe belongs to an age group that has
special services within the tribe. Each person is expected to contribute to the tribe
by doing his share of the work and obeying its customs.
Conclusion:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Source: file:///E:/English%208%20Materials/english_teachers_guide1%20ENGLISH%208.pdf

35
 What I Have Learned

➢ Identify the difference between the two conclusions using the Venn Diagram:

Conclusion A:

Conclusion B:

Source: https://blog.hubspot.com Source: https://blog.hubspot.com

Write your observation in your activity notebook and discover by yourselves that
there are different kinds or techniques in making conclusions.
➢ Using the different strategies you’ve learned from the discussion; write a conclusion if
Ciel and Mattie have known each other for a very long time.

The Women of Brewster Place

by Gloria Naylor

“Miss Johnson, you wanna dance?” A handsome teenager posed himself in a

seductive dare before Etta. She ran her hand down the side of her hair and took off her
apron.
“Don’t mind if I do.” And she pranced around the table.
“Woman, come back here and act your age.” Mattie speared a rib off the grill.
“I am acting it—thirty-five!”
“Umph, you got regrets older than that.”
The boy spun Etta around his arms. “Careful, now honey. It’s still in working order,
but I gotta keep it running in a little lower gear.” She winked at Mattie and danced toward
the center of the street.
Mattie shook her head. “Lord keep her safe, since you can’t keep her sane.” She
smiled and patted her foot under the table to the beat of the music while she looked
down the street and inhaled the hope that was bouncing off swinging hips, sauce-
covered fingers, and grinning mouths.
A thin brown-skinned woman, carrying a trench coat and overnight case, was
making her way slowly up the block. She stopped at intervals to turn and answer the
people who called to her—“Hey, Ciel! Good to see you, girl!”
Ciel—a knot formed at the base of Mattie’s heart, and she caught her breath. “No.”
Ciel came up to Mattie and stood in front of her timidly. “Hi, Mattie. It’s been a long
time.”

36
 “No,” Mattie shook her head slowly.
“I know you’re probably mad at me. I should have written or at least called before now.”
“Child.” Mattie placed a hand gently on Ciel’s face.
“But I thought about you all the time, really, Mattie.”
“Child.” Both of Mattie’s hands cupped Ciel’s face.
“I had to get away; you know that. I needed to leave Brewster Place as far behind me as
I could. I just kept going and going until the highway run out. And when I looked up, I was in
San Francisco and there was nothing but an ocean in front of me, and since I couldn’t swim, I
stayed.”
“Child, Child.” Mattie pulled Ciel toward her.
“It was awful not to write—I know that.” Ciel was starting to cry. “But I kept saying one
day when I’ve gotten rid of the scars, when I’m really well and over all that’s happened so
that she can be proud of me, then I’ll write and let her know.”
“Child. Child. Child.” Mattie pressed Ciel into her full bosom and rocked her slowly.
“But that day never came, Mattie.” Ciel’s tears fell on Mattie’s chest as she hugged the
woman. “And I stopped believing that it ever would.”
“Thank God you found that out.” Mattie released Ciel and squeezed her shoulders. “Or
I woulda had to wait till the Judgment Day for this here joy.”

Source: PRE-GED Reading pp.33-35

What I Can Do

Write a conclusion using the different strategies that you have learned from this
module regarding the effort made by our government to stop the spread of COVID-19 that
we have suffered this year.

37
 Lesson Developing Paragraph that
Illustrate Each Text Type -
6 Narrative

What’s In

Let’s connect what you have in your mind to our new lesson today.

Activity 1: Simple recall!

Directions: Remember the stories that you read and the movies you watched before.
Enumerate the fiction stories and non-fiction stories. Write your answers on the chart below.

FICTION
FICTION NON-FICTION

How do you identify fictional stories from non-fictional stories? Explain.

38
 What I Need to Know

While on your journey in this lesson, you are expected to learn how to
develop a narrative paragraph. Be reminded that your expected output at the
end of the lesson is a simple narrative text.

What’s New

Activity 2: Fill this Out

Directions: Read the article below and fill in the chart that follows.

Showing off for bridesmaid at my sister’s wedding reception years ago, I

caught and at a large black cricket. Later I mentioned the incident in a book I wrote.
At a talk I gave recently, someone who had read the book asked if the story was
true. My sister happened to be present, so I pointed her out and told the questioner
he should ask her himself. All heads swivelled to look at her where she was sitting
by the aisle in the back row. “He eats bugs,” she explained shortly. Her lip curled in
understated disgust.
-Ian Frazier, “It’s hard to Eat Just One”

WHEN

WHERE

WHO

WHAT

What is It
A narrative paragraph helps tell a story. It
expresses the chronology of a specific event and
give enough information that the reader can
understand not only the order of the event but the
entire event itself. It could be tale, novel, an account
of one’s life, natural phenomena or social events.
https://bit.ly/31sALh0

39
Organizing Narrative Paragraph
1. Background
The background information sets the scene for the audience. It includes the
following pieces of information:
• A topic Sentence
• What story/event is about
• Who it is about,
• When it happens,
• Where it happens,
• Where is the source of narration

Note: The topic sentence of a narrative paragraph does not start the narration. It
establishes a purpose. It does not tell only a story, but also the reader’s viewpoint.
Therefore, writing a strong topic sentence is important.

2. The Story/ Event

The story or event happens at 3 different stages:

The beginning of the story; the beginning tells what happens first in the story. It can
be the problem which makes the story or event happen.
The middlle of the story- this tells the main events or important activities of the
story/event.
The end of the story- the end tells the final events, this usually brings the result or
the resolution of the problem/conflict that was first p[resented in the story.

3. The conclusion
It is the concluding sentence. The writer can either
• Restate the topic sentence,
• Give a concluding remark,
• Make a prediction about the story,
• Or make a suggestion

40
 QUESTIONS ABOUT STORY IDEAS
1. What is the problem?
2. What characters are involved?
3. What happened before?
4. What will happen next?
5. What is the solution to the problem?

What’s More

Activity 3: Think and Discuss

Which sentence is out of order in the paragraph below?
What time-clue words and phrases can you find?

The day of my thirteenth birthday was packed with surprises. First, I

woke up to the smell of my favourite food, pancakes. Later that day my dad
took me to the hardware store with him. Second, I heard music playing on my
birthday present--- a mini disc player. When we came home, all the house
lights were off. As I walked inside, all my friends jumped out. “Surprise!” they
shouted. “Happy Birthday!”
https://cutt.ly/buWsKes

Write Your Answer Here!

41
 What I Have Learned
Activity 4: This is in my mind!
Directions: Write your answers in the box.

1. What new things did you learn?

2. What ideas or concepts do you need more?

3. What actions should be done to cope up with the difficulties you

encountered?

What I can do

African Children Playing

Activity 5: Narrate it!

Directions: Write a narrative

paragraph about the picture on the
right. Use your imagination to
invent details that help answer
who, what, when, where, why and
how.

https://bit.ly/3eFcbNJ

42
Write Here!

43
Lesson Developing Paragraph that Illustrate

7 Each Text Type - Expository

What’s In
Let’s connect what you have learned in the past to our new lesson today.

Activity 1: Picture It Out!

Directions: Write sentences by comparing and contrasting the pictures below.

TELESCOPE MICROSCOPE

Similarities:

Differences:

COFFEE TEA

Similarities:

Differences:

44
 What I Need to Know
While on your journey in this lesson, you are expected to develop an
expository paragraph. Be reminded that your expected output at the end of the
lesson is a simple expository text.

What’s New
Activity 2: Now Explain!
Directions: Write sentences that explains the diagram below:

Write it here!

https://bit.ly/3d9JreK

Process Questions:

• How did you write sentences that • How did you write sentences that
compares and contrast the two explains the diagram?
pictures in task 1?

45
 What is It

An expository/ informative paragraph presents or explains facts and ideas.

Writers use informative paragraphs to define terms, to give directions, to explain
processes, and tell how things work. You can use then in various kinds of writing,
from history papers to test answers to game instructions.

Goal
The goal of expository writing is to explain or inform. The following chart
shows four approaches to expository writing. These approaches can be used alone,
or they can be combined in any expository piece of writing.

APPROACHES TO EXPOSITORY WRITING

Defining
Defining a term or an idea is one approach to expository writing. You can
give a formal definition or a personal definition. In a formal definition, you should
provide specific qualities of the term you’re explaining to help your audience
understand it. For a personal definition, you might use real-life examples and vivid
details. These examples and details will express your personal feelings about the
idea or term.

Organize Your Definition

Begin having research with a dictionary or other reliable sources. After
you’ve written the basic definition or idea, you can add details. When you write your
draft, try different orders of organizations. You might want to start with the basic
definition and move to a broader sense of the term, or you could begin with details
and examples and conclude with the basic definition.

46
Comparing and Contrasting
Comparison-contrast is another kind of expository writing. When you
compare two things, you explain how they’re similar. When you contrast two
things, you explain how they’re different. Comparing and Contrasting two items
can be useful way of explaining them.

Organize the Details:

There are two ways to organize a comparison-contrast piece
• One way is by subject. In this method, you discuss all the details about
one subject first and then all the details about the other subject.
• The second way to organize your details is by feature. In this method,
you choose one feature and discuss the similarities and differences for
both subjects. Then you do the same thing for another feature and so on
until you’ve covered all the features.

Explaining a Process
To explain a process, choose a topic you know well. Then identify
your audience and what they may already know. Locate terms they’ll
understand and those you’ll have to explain. Be clear about your purpose.
Make the Order Clear
Before you write about a process, gather information through
research, observation, or interviews. List steps of the process in
chronological order. Then write. Use transition words to help make the
order of the steps clear for the reader. First, then, after, later, while and
finally are some useful transition words in explaining a process.

Using Cause and Effect Relationships

Sometimes events are connected in a cause-and-effect relationship. A
cause is an identifiable condition or event. An effect is something that happens
as a direct result of that condition or event.
A cause-and-effect explanation may show one cause and one effect. It
may explain a series of effects resulting from a single cause. It can also present
multiple causes and multiple effects.
Arranging Details:
Once you’ve selected supporting details for your explanation, you’re
ready to organize them. Ask yourself what you’re trying to do in your essay.

47
Summary
Expository writing explains and informs. You can include one or more of these
elements:
• Definition
• Step-by-step processes
• Comparison and contrast
• Cause-and-effect relationship

You can support your explanation with facts, statistics, examples, incidents, and
reasons. Use appropriate transition words and phrases to make relationship clear.

What’s More
Activity 3: Approach me!
Directions: At this time, you have to identify the approach that is being referred to
each statement below. Write your answers on the space provided.

1. Coastal fishing fleets often stay at sea for days or weeks.

Long-range fishing vessels may remain at sea for months.

Answer: ____________________________

2. To breathe, a whale surfaces in a forward rolling motion. For two seconds, it

blows out and breathes in as much as twenty-one hundred quarts of air.

Answer: ____________________________

3. The death of Floyd, George led to a clash between the white and the black
people of America.

Answer: _____________________________

4. Sivuquad, a name for St. Lawrence Island, means “squeezed dry.” The islanders
believed that a giant had made the island from dried mud.

Answer: _____________________________

48
 What I Have Learned

Activity 4: This is in my mind

Directions: Write your answers in the box.

1. What new things did you learn?

2. What ideas or concepts do you need more?

3. What actions should be done to cope up with the difficulties you

encountered?

What I can do

Activity 5: Write Now!

As evidence of your understanding about expository paragraph, you will

now make your own simple expository text. It will be graded according to the
rubric that is presented below.

Your goal is to write one simple expository text.

GOAL Choose one of these topics:” You are free to choose your
own topic to talk about.

49
Rubric for Writing an Expository Paragraph
1 2 3 4
Category

The topic was The topic was The topic was

The topic was
Introduction not introduced somewhat introduced in a
introduced.
at all. introduced very creative
way.

Related Some of the Related All related

Organization of information were related information were information were
ideas not grouped information were grouped clearly grouped
together. grouped together. together.
together.

Many
Few illustrations Several
There were no illustrations
were used to illustrations
Illustrations illustrations were used to aid
aide were used to aid
used at all. understanding in
understanding. understanding.
a very creative
way.

Facts, Few facts, Several facts, Many facts,

Supporting definitions or definitions or definitions or definitions or
details details were not details were details were details were
used. used. used. used in a very
creative way.

Several Many transition

Transition words Some transition
transition words words and
Transition and phrases words and
and phrases phrases were
Words were not used to phrases were
were used to used to connect
connect ideas. used to connect
connect ideas. ideas.
ideas.

Concluding Concluding Concluding Concluding

statement or statement or statement or statement or
Conclusion
section was not section was section section provided
provided at all. somewhat provided. in a very
provided. creative way.

50
Write Here!

51
52
 Lesson Developing Paragraph that Illustrate
Each text Type - Persuasive
8
What’s In
Let’s connect what you have learned in the past to our new lesson today.
..today.
Activity 1: Answer It!
Directions: Write your answers in the box.

Have you ever tried to convince someone to act a certain way or do something?

If so, what technique did you use? What kind of argument did you make?

What I Need to Know

While on your journey in this lesson, you are expected to learn how to
develop a persuasive paragraph. Be reminded that your expected output at the end
of the lesson is a simple persuasive text.

53
 What’s New
Activity 2: Convince Me!
Directions: Read and answer the thought provoking prompts below with a minimum
of three sentences each. Write your answers on space provided for you

Write You Answer Here!

Do cats or dogs make

better pets? Write an opinion
piece about this topic.

Write You Answer Here!

Which holiday do you

believe is the best? Write
an opinion piece about this
topic.

Write You Answer Here!

You work at an
advertising company. Write
an advertisement for a new
bike.

54
 What is It

A persuasive paragraph is writing that tries to convince a reader to do

something or to believe what you believe about a certain topic.

In persuasive writing, a writer takes a position FOR or AGAINST an issue and

writes to convince the reader to BELIEVE or DO something.

This paragraph appeal emotion or reason or both, supporting the appeal with
anecdotes, examples, or facts and statistics. You can use persuasive paragraphs in a
variety of types of writing.

The goal of persuasive writing is to make people think or act in certain way.
Remember these tips:
• State your position clearly and forcefully
• Consider you audience
o Who is my audience?
o How much does my audience know about my topic?
o Does my audience care about this topic?
o What evidence will be most interesting to my readers?
o What evidence wi9ll be most convincing to my readers?
• Include suitable supporting details in the form of facts and opinions.
o Evidence in Persuasive Writing

Kinds Examples
Facts : Americans spent 33 billion dollars on th diet industry in 1990.
Statistics: In 1990, 34 % of men and 38% of women spent 33 billion dollars
on diets.
Example: A Preteen boy guzzles protein drinks, hoping to increase his size
and strength
Opinion: Well-known diet specialist Dr. Luz Waite recommends regular
exercise along with any weight-loss plan.
• Arrange your evidence in the most effective way.
o After you gather your evidence, review it piece by piece. Which evidence
is the strongest or most convincing?
o The structure of a persuasive piece can resemble the three-part structure
of a report.

55
Tips for Structuring a Persuasive Piece
1. Decide how to arrange your evidence.
2. Write a strong opening that states your position clearly.
3. Present suitable supporting evidence in the best order.
4. Anticipate and answer opposing arguments.
5. Begin or end with your strongest point.
6. Sum up your argument and give your conclusions.

What’s More
Activity 3: Convincing a Reader

Write a paragraph that would persuade your family members and neighbours to
wear their face mask whenever they gout from their homes and to observe physical
distancing with another.

Write Your Answer Here!

What I Have Learned

Activity 4: Answer This!

1. What new things did you learn?

56
 2. What ideas or concepts do you need more?

3. What actions should be done to cope up with the difficulties you

encountered?

What I can do
Activity 5: Write Now

Directions: As evidence of your understanding about expository paragraph, you

will now make your own simple persuasive text. Assume that you are a
businessman and you have to sell your product online, make a persuasive
paragraph that would convince the people to buy and avail your product.

Write Here!

57
58
 Lesson Developing Paragraph that Illustrate
each text Type ∙ Descriptive
9
What’s In

Let’s connect what you have learned in the past to our new lesson today.

Activity 1: Let’s Read It Aloud!

Directions: Below are two of Matsou Basho’s self-authored Haikus, come on and read them
aloud then answer the questions that follow.

https://bit.ly/30WnSvo https://bit.ly/2zEACMd

Haiku 1 Haiku 2

59
 What idea is expressed in each poem?

Haiku 1

Haiku 1

What I Need To Know

Remember that your expected output at the end of the lesson is to write your
own descriptive paragraph. You need to apply what you have learned throughout the
lesson. Your final output will be rated based on the criteria that will be given to you.

What’s New

Activity 2: Sense It!

We all know that lines from the Haiku let the readers generate mental
pictures. These images allow the readers to envision and realistically experience the
author’s writing.
What image is reflected from the poems in activity 1? Describe the image by
responding to the sensory map.

60
 What is It

A descriptive paragraph describes how a person/thing looks or feels. In

descriptive paragraphs, you can describe people, places, objects, or events. The
main purpose is to create an image in reader’s minds. In short, it is a kind of
painting with the words.

61
Purpose of Descriptive Paragraph
The purpose of descriptive paragraph is to make our readers see, feel, and
hear what we have seen, felt, and heard. Whether we’re describing a person, a
place, or a thing, our aim is to reveal a subject through vivid and carefully selected
details.

Structure of Descriptive Paragraph

Identification
Identification is a part in which you identify or write the recognition, it can be a
general statement about place, person, or thing that you want to describe.

Descriptive
Descriptive are vivid detail of place, person, or thing that you want to describe so
that the reader can easily imagine, pictured the descriptions, or they can feel that
they involve in the experience.

Conclusion
Conclusions are the summary of the paragraph or paraphrase; furthermore, the
conclusion may be include a restatement of the introduction to conclude the
paragraph.

How to Write a Descriptive Paragraph

Top of Form

Finding a Topic

The first step in writing a strong descriptive paragraph is identifying your topic. If you
received a specific assignment or already have a topic in mind, you can skip this
step. If not, it's time to start brainstorming.

Examining and Exploring Your Topic

After you've selected a topic, the real fun begins: studying the details. Spend time
closely examining the subject of your paragraph. Study it from every possible angle,
beginning with the five senses: What does the object look, sound, smell, taste, and
feel like? What are your own memories of or associations with the object?

62
Organizing Your Information

After you've compiled a lengthy list of descriptive details, you can begin
assembling those details into a paragraph. First, consider again the goal of your
descriptive paragraph. The details you choose to include in the paragraph,
as well as the details you choose to exclude, signal to the reader how you feel about
the topic. What message, if any, do you want the description to convey? Which details
best convey that message? Reflect on these questions as you begin constructing the
paragraph.

Showing, Not Telling

Remember to show, rather than tell, even in your topic and concluding
sentences. A topic sentence that reads, "I am describing my pen because I love to
write" is obvious "telling" (the fact that you're describing your pen should be self-
evident from the paragraph itself) and unconvincing (the reader
cannot feel or sense the strength of your love of writing). Avoid "tell" statements by
keeping your list of details handy at all times.

Edit and Proofread Your Paragraph

The writing process isn't over until your paragraph has been edited and
proofread. Invite a friend or teacher to read your paragraph and provide feedback.
Assess whether the paragraph clearly conveys the message you intended to express.
Read your paragraph aloud to check for awkward phrasing or cumbersome
sentences. Finally, consult a proofreading checklist to confirm that your paragraph is
free of minor errors.

63
 What’s More

Activity 3: Try It Out!

Directions: Read the paragraph presented below and answer the comprehension questions.

My living room may be small, but it is tidy and well-organized. On the right, there
is a wooden bookcase with four shelves. On top of the bookcase is a small lamp with a
dark base and a matching lamp shade. The first and third shelves are filled with carefully
arranged books. On the second shelf, there is a antique clock with faded numbers on its
face. The bottom shelf has a few newspapers. On the opposite side of the room is an old
television set with nothing on top of it. Between the television and the bookcase is a
large sofa. A fat, striped cat with long whiskers is curled up in a ball on the right on the
right side of the sofa. Lying to the left of my cat is a single sock that the cat probably
brought from another room. Directly in front of the sofa, there is a long coffee table lie
two magazines. They are stacked one on top of the other. Perhaps the most striking item
in the room is the beautiful beach painting above the sofa. This extraordinary painting
shows a peaceful beach scene with a sailboat on the right, far from the beach. Although
it is a small room, everything in my living room is in its place.

https://bit.ly/2Bd30pi
Comprehension Questions:

1. What does the paragraph describe?

2. Describe the ambiance conveyed in the room?

3. What are some of the sensory details the writer used in describing the room?

64
 What I Have Learned

Activity 4: Answer This!

a. What new things did you learn?

b. What ideas or concepts do you need more?

c. What actions should be done to cope up with the difficulties you encountered?

What I Can Do

Activity 5: Write Now

As evidence of your understanding about descriptive paragraph, you will now make
your own simple descriptive paragraph. It will be graded according to the rubric that is
presented below.

Your goal is to write one simple descriptive text.

Choose one of these topics:” Describe your bestfriend or
GOAL your favourite family member”. “Describe your Favorite
Food”, “Describe your favourite Room in the House”,
“Describe an object that is commonly used by the people in
your House”.

65
 Rubric for Writing Descriptive Paragraph
• Using sensory images, precise adjectives, and vivid verbs
• Readers enjoy descriptive writing because it helps them see someone or
something in a new way. Using words and images that bring sight, smell, touch,
taste, and hearing to life are crucial to good descriptive writing. Powerful
adjectives can help tell a descriptive story, too.

Category 1- Novice 2- Discoverer 3- Achiever 4- Hero

Well-focused
No evidence of a Few hints are Interesting and
sentences and
purpose or logical evident at using precise sentences
paragraphs are
Ideas and ideas that help organized ideas and paragraphs
logical and help
Organization the reader see to describe tell a descriptive
readers see
what is being people, places, story with
what is being
described. and things. metaphor.
described.
Engages the
reader in the story
by making people,
Use well-crafted places, and
Lacks evidence of Provides some
sensory images objects come
Word Choice sensory words sensory words
and appropriate alive with sensory
and adjectives and adjectives
adjectives that details,
describe. comparisons, and
powerful
adjectives.
Proper use of Offers readers
Proper use of Shows variety
complete engaging and
complete of sentence
Structure, sentences, compelling
sentences, structures with
Grammar, spelling, sentences and
spelling, few errors in
and punctuation, or paragraphs
punctuation, or spelling,
Mechanics grammar are without spelling,
grammar are not punctuation,
somewhat punctuation, and
evident. and grammar
evident. grammar errors.
No sense of Provides some Exhibits strong Creative use of
artistic concern to concern for use and materials to tell an
neatness and no artistic understanding engaging story
Presentation
attempt to interest technique and of artistic artistically;
and
the reader neatness; offers concepts; powerful details
Creativity
through sensory basic details figure and description
detail. description. strongly in the
work.
Key: Score:
Notes: 14-16 pts.: Excellent
_________________________________________ 11-13 pts.: Very Good

_________________________________________ 8-10 pts.: Good

5-7 pts.: Fair
0-4 pts.: Poor

66
Write Here!

67
Lesson Developing Paragraph that Illustrate
10 each Text Type ∙ Recounts

What’s In

Activity: 1: Fill this Out!

Directions: Read the article and fill the chart with the details that answer the
questions.

At the Beach

My friend and I went

to the beach on Saturday.
While we were at the beach
we had a cool swim. After
our swim we built
sandcastles. Later it began
to rain, so we packed up
and went home. We were
tired from our day at the
beach, so we went to bed
early.

What I Need to Know

While on your journey in this lesson, you are expected to develop an

expository paragraph. Be reminded that your expected output at the end of this
lesson is a simple expository text.
68
 What’s New

Activity: 2: Let’s Have a Trip

Directions: Read the short story and answer the questions that follow.

A Trip to the National Zoo and Aquarium

Yesterday, my family and I went to the National Zoo and Aquarium to visit the

new Snow Cubs and the other animals.

In the morning, when we got to the Zoo and Aquarium there was a great big line,

so we had to wait awhile to get in.

After we entered the zoo, we went straight to the enclosure for the Snow Cubs. My

brother and I were so excited to see them. They were so cute and playful.

At lunchtime Dad decided to cook a barbecue. He cooked sausages so we could have

sausage sandwiches. Mum forgot the tomato sauce so we had to eat them plain.

In the afternoon, we visited the aquarium. My brother was excited to see the

sharks and the tropical fish. At the end of the day when we left we were going to go and

get ice cream but we decided we were too tired so we drove straight home.

Questions:

1. How did the writer organize the events of the story?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How did the writer conclude the story?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

69
 What is It

Recount Writing

A recount retells an experience or an event that happened in the past. The

purpose of a recount can be to inform, entertain or to reflect and evaluate. A recount
can focus on a specific section of an event or retell the entire story.

Recounts are usually written in chronological order. This means putting things in
the order that they actually happened. If you don’t use chronological order in your
recount writing, it could get very confusing.

Types of Recount Writing

A personal recount A factual recount An imaginative recount

- is where the author is - can be used to retell a - is the retell of an imaginary
recounting an experience particular incident or event. event through the eyes of a
that they were involved in fiction character.
directly.
Examples: recount, letter, Example: Example:

diary accident or newspaper report. The day in the life of Shrek.

70
Organizing Recounts

Introduction
Set the scene by telling your audience:
o When and where the event took place
o Who was involved and how they got there,
o What happened and why.

Events
Using lots of detail, tell your audience
o About the sequence of events that took place, in the order that they
happened. You could use paragraphs to separate each event. You
also have to describe the facts and could mention feelings of the
people involved (and quotes from them).

Conclusion
Tell your audience what happened in the end. You could also add your own
comment about the events.

Recounts describe things that have happened in the past, so use the past tense
when you are writing. Take a look at the examples below:
√ I ran to the shops with my dad.
x I am running to the shops with my dad.
√ David smiled when he saw his birthday cake.
x David will smile when he sees his birthday cake.

71
 W hat’s More
Activity 3: Report it Now!

You are now aware on how to write and organize recounts. This time, try
making a factual recount on your own. To do that, make a report about a recent
incident that you witnessed in your place. Be sure to apply what you learned!

72
Write Here!

73
 What I Have Learned

Activity 4: Answer This!

1. What new things did you learn?

________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What ideas or concepts do you need more?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. What actions should be done to cope up with the difficulties you encountered?
________________________________________________________________
________________________________________________________________
________________________________________________________________

What I Can Do
Activity 5: Write Now

As evidence of your understanding about recount writing, you will now make
your own simple personal recount. To do that, choose a topic from the list of prompts
given below.

• Looking back on our childhood, we often come back to key events that had a
major impact on us. Tell about one of those defining events from your
childhood.
• It has been said that parents are our first and most important teachers.
Describe a time when you learned a valuable lesson from one of your
parents.
• Far too often we take nature for granted. Describe an experience that made
you appreciate our natural world.
• Some unexpected experiences can help us mature from children into young
adults. Describe one of those key experiences in your life.

74
 • Often we put people we have great admiration for so high on a pedestal that
we forget they’re human. Describe a time when you realized that someone
you admired was imperfect.
• Describe a time when you witnessed something unbelievable.

‘ Consider this self-check assessment upon writing your personal recount.

SELF ASSESSMENT

➢ I have written in first person by using words like I, me, we, you, she, he

➢ I have written in third person by using words like them, they, him, their, she,
her, his

➢ I have written mainly in the past tense using words was, were, saw or words
that end in ‘ed’

➢ I have written an introduction that has told the reader ‘who, when, why, and
where’

➢ I have written all the events in order of time that they happen in

➢ I have used interesting adjectives to create a picture for the reader

➢ I have used strong verbs to describe what happened in the story like scream,
plead, shout etc

➢ I have described the feelings of the person telling the story

➢ I have written a conclusion that says how the writer feels, how things went and
have mentioned something that might happen later

75
Write Here!

76
POST TEST

Test I
Directions: Read the questions carefully and encircle the letter of your answer.

1. Which stories that use magic, or supernatural as a primary plot?

a. fantasy b. horror c. mystery d. science fiction

2. Which paragraph that expresses chronological order of events and gives enough
information that the reader can understand?
a. descriptive b. narrative c. persuasive d. recounts

3. This paragraph types explains facts and ideas.

a. expository b. narrative c. persuasive d. recounts

4. It is a form of writing that tries to convince a reader to do something or to believe what

you believe about a certain topic.
a. expository b. narrative c. persuasive d. recounts

5. This form of writing describes how a person/thing looks or feels.

a. descriptive b. narrative c. persuasive d. recounts

6. This retells an experience or an event that happened in the past. The purpose of this
is to inform, entertain or to reflect and evaluate.
a. descriptive b. narrative c. persuasive d. recounts

7. This writing is where the author is recounting an experience that they were involved in
directly.
a. events b. factual recount c. imaginative recount d. personal recount

8. This writing can be used to retell a particular incident or event.

a. events b. factual recount c. imaginative recount d. personal recount

9. This writing retells of an imaginary event through the eyes of a fiction character.
a. events b. factual recount c. imaginative recount d. personal recount

10. Parts of the Introduction

a. Introduction-supporting details-Conclusion
b. Thesis Statement-Conclusion-Topic Sentence
c. Opening Statement-Conclusion-Supporting Details
d. Opening Statement-supporting details-Thesis Statement

77
Test II
Directions: Read the selection and answer the questions that follow.

1
Paper is one of the world’s most important and useful products. 2Without it,
there would be no newspapers, magazines, writing paper, or greeting cards. 3There
would be no paper bags or boxes, paper money, gift-wrapping, or toilet paper. 4Take a
look around you. 5How many things can you see that are made from paper? 6Learn to
conserve paper.

11. What is the selection all about?

a. newspapers b. paper c. paper products d. things around you

12. Which statement contains the main idea of the selection?

a. 1 b. 2 c. 3 d. 4

13. Which statements support the main idea of the paragraph?

a. 1- 4 b. 2- 5 c. 1- 6 d. 2- 6

14. How many things are made from paper that are mentioned in the selection?
a. 7 b. 8 c. 9 d. 10

15. Which statement should not be part of the paragraph?

a. Take a look around you.
b. Learn to conserve paper.
c. How many things can you see that are made from paper?
d. Paper is one of the world’s most important and useful products.

16. It is a prose narrative relating personal experience usually told in first person; its content
is non-traditional.
a. descriptive b. expository c. personal narrative d. persuasive

17. The following are the techniques in introducing a topic EXCEPT:

a. Ask Question b. Make a Conclusion
c. Begin with a Startling Fact d. Open with Lively Description

18. It is a type of text that is made by the author’s imagination.

a. biography b. fiction c. news columns d. non-fiction

19. This tells the story of someone’s life from the perspective of another writer.
a. biography b. fiction c. news columns d. non-fiction

20. This records daily life events and collects writer’s thought and feelings about the events.
a. biography b. diaries c. fiction d. Letters

78
Test III
Directions: Read each passage below and formulate its possible conclusion. Choose the
letter of your answer.

21. The Lost and Found section reported that of the 15 books found this month, 10 belong to
boys and 5 to girls. Of the 20 cases of lost ballpens, 18 were reported by boys and 2 by
girls.
a. Girls are careless than boys. b. Girls are negligent than boys.
c. Girls are incautious than boys. d. Girls are more careful than boys.

22. The baby keeps on crying even if the nurse has just changed his diapers. The baby has
just been fed so he is not hungry.
a. The baby is wet. b. The baby just want to cry.
c. The baby is not feeling well. d. The baby wants to eat again.

23. The Barangay captain called an emergency meeting to all barangay officials. All of the
barangay officials attended except the secretary who is very important in the meeting.
The secretary has never missed a single meeting in all the three years she has been a
secretary in the barangay.
a. The secretary feels ill. b. The secretary was not informed.
c. The secretary doesn’t want to attend. d. The secretary is busy for nonsense.

24. Betty’s store has just opened. She has been in business for only about two months. The
people who used to patronize other stores now go to Betty’s store.
a. Betty is very friendly. b. Betty threatens the customers.
c. Betty has a lot of stocks in store. d. Betty offers lowest prize and discounts.

25. Out of 70 graduating Grade 12 students, only 62 could march on their Graduation Day.
The 8 students failed to pass the given requirements.
a. The students who failed are lazy and tedious.
b. The students who could not march are proud.
c. The 8 students has another best plan in life.
d. The 8 students has a special recognition in another date.

79
Keys to Answer

80
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82
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 References:

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“Advanced Writing Resource for ESL Students: Sample.” Advanced Writing Resource for
ESL Students | Sample. Accessed June 27, 2020.
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Cummins, K. (2013, July 13). 15 meaningful recount prompts for secondary students -
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secondary-students

fiction and nonfiction meaning - Google Search. Accessed June 27, 2020.
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fiction and nonfiction meaning - Google Search. Accessed June 27, 2020.
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Fleming, Grace. "How to Write a Personal Narrative." ThoughtCo, Feb. 11,

2020, thoughtco.com/how-to-write-a-personal-narrative-1856809.

“Froy Gutierrez.” Pinterest. Accessed June 27, 2020.

https://www.pinterest.ph/pin/576601558515705192/visual-search/?x=16.

Grade 8 module 1 student edition (1). (n.d.). Retrieved June 27, 2020, from
https://123doc.net/document/4128954-grade-8-module-1-student-edition-1.htm

Grissom's Grammar and Composition. Accessed June 27, 2020.

http://grissomsgrammar.blogspot.com/2008/01/eight-introduction-techniques-that-
hook.html.

How to write an excellent recount. (n.d.). Retrieved June 27, 2020, from
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Introducing a Topic: Telling a Story: Writing Introductions. (n.d.). Retrieved June 27, 2020,
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“Introducing a Topic: Telling a Story: Writing Introductions.” Reading Worksheets, Spelling,

Grammar, Comprehension, Lesson Plans. Accessed June 27, 2020.
https://www.k12reader.com/worksheet/introducing-a-topic-telling.

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L, Gavin. Analysis of the Poem "Autumn Moonlight", January 1, 1970.
http://autmnmoonlight.blogspot.com/.

Nordquist, R. (n.d.). Learn These Delightful Examples of Descriptive Paragraphs. Retrieved

June 27, 2020, from https://bit.ly/37BFa2f

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Books:

Hill, Glencoe/mcGraw. Grammar and Composition Handbook. New York, United states:
Glencoe/MacGrawHill, 2000.

Gabelo. Reading-Writing for 21st Century Learners, 2016.

Litell, McDougal. Language Network . McDougal Litell Inc., 2001.

Bermudez, Virginia F., Cruz, Josephine M., Nery, Remedios F., and San Juan Milagros A.
English Expressways II. Quezon City, Philippines: SD Publications, Inc, 2010.

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