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Reading and Writing Grade 11

Readings in Philippine History (Western Philippines

University)

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Reading and
Writing Skills

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Reading and Writing

Skills
Patterns of Development in

Writing across Disciplines

Reading and Writing Skills
Patterns of Development in Writing across Disciplines
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers:
Faye Maida Llagas, Rosalina C. Castañeda, Charisel Jeanne H. Casala, Ana Rose I. Colarina, Maria
Monica M. Angeles, Emerson T. Armero, Romel S. Ladislao
Editors: Shiela Niña L. Rea-Santes, Orven Francis G. De Pedro, Desiree D. Vista, Jayson B. Agarin
Reviewers: Rex D. Bibal, Susana J. Sacatrapos, Loui Grace G. Margallo, Laila R. Maloles, Jonathan H. Marquez,
Jhonathan S. Cadavido
Illustrators: Rhodora B. Crisologo, Jayson K. Latade
Layout Artist: Victoria P. Gabiano, Mark Joseph O. Torres
Management Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Daisy Z. Miranda, Doris DJ. Estalilla, Buddy
Team: Chester M. Repia,
Elvira B. Catangay, Vincent Emmanuel L. Ilagan, Edna F. Hemedez, Henry P. Contemplacion, Jackie
Lou A. Almira

Department of Education – Region IV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

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Cainta, Rizal 1800

Telefax: 02-8682-5773/8684-4914/8647-7487

E-mail Address: [email protected]

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Introductory Message
For the facilitator:

Welcome to the Grade 11 Reading and Writing Skills Alternative Delivery Mode (ADM) Module.

This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to
assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed 21 st century skills while taking into consideration their needs
and circumstances.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners'
progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Grade 11 Reading and Writing Skills Alternative Delivery Mode (ADM) Module.

The hands are one of the greatest assets of the human body. No other beings in the world has hands that can grasp, hold,
move, and manipulate objects like human hands. Through our hands, we may learn, create and accomplish. Hence, the hand in
this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant and
essential competencies and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your
own pace and time. You will be enabled to process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in
the module.

What’s In
This is a brief drill or review to help you link the current lesson with the previous
one.
What’s New
In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an
activity or a situation.
What is It
This section provides a brief discussion of the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent practice to solidify your understanding and
skills of the topic. You may check the answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This includes questions or blank sentence/ paragraph to be filled in to process what
you learned from the lesson.
What I Can Do
This section provides an activity which will help you transfer your new knowledge
or skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given to you to enrich your knowledge or
skill of the lesson learned. This also tends retention of learned concepts.
Answer Key
This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

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Weeks

1-2
Lesson 1 Narration
Developing one’s reading and writing skills is not easy. There are learners who
can read but are not able to express themselves in writing well. You have a lot of
ideas in mind but sometimes you may find it hard to organize these ideas
coherently, however, the good thing is that there are many ways on how you can
write effectively.

In this lesson, you will learn one way of developing your paragraph. This is
through Narration.

What I Need to Know

This lesson exposes students on how to develop their writing ability through the
use of the patterns of developing paragraphs. The learner will be able to critique
a chosen sample of each pattern of development focusing on information
selection, organization, and development.

This contains the use of appropriate devices in connecting ideas to identify the
pattern employed in the sample paragraph as well as to develop unified thoughts
through writing.

The lesson is divided into eight lessons, namely:

• Lesson 1 – Narration
• Lesson 2 – Description
• Lesson 3 – Definition
• Lesson 4 – Exemplification/Classification
• Lesson 5 – Comparison and Contrast
• Lesson 6 – Cause and Effect
• Lesson 7 – Problem-Solution Essay
• Lesson 8 – Persuasion
After going through this lesson, you are expected to:
1. familiarize yourself with the different writing patterns in paragraph
development;
2. identify the transitional words and phrases used in the different writing
patterns;
3. write a short paragraph using certain writing pattern; and 4. distinguish
the uses and the differences of each writing pattern.

What’s In
We have learned in our previous lesson that written text as connected discourse
is formed from spontaneous discreteness that predetermined its connectedness.
It means that the text itself does not have meaning and its meaning can be
determined by their connectedness. We also learned techniques in selecting and
organizing information by identifying relevant and irrelevant ideas or
information.

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What’s New
After learning these skills in organizing information, you must learn some writing
patterns on how you can develop paragraphs.

Read the set of events and rewrite the following details on your answer sheet to
create a coherent story.

1. Finally, the old lady crossed the street safely and Juan was able to reach
school on time.
2. One morning, Juan is in a hurry going to school.
3. Then, he thought of helping the old lady even though he will be late in
school.
4. Suddenly, he saw an old lady, carrying a full of basket, crossing the street.

Then, answer the follow-up questions:

1. What words are used to signal the correct sequence of the events?
2. How do you think the ideas were able to relate to one another?
3. What do we call these words?
4. How do these words help to create a story?
5. What kind of paragraph were you able to create using the given details?

What is It
Writing a paragraph involves deep understanding of how one can achieve
wellfocused and unified ideas in a composition. For example, when students are
asked to come up with a summary of a story, they tend to chop parts of the story
and put it in their summary. If that is so, it leads to create unrelated details that
do not contribute in the oneness and clarity of one’s summary.

It is important to use strategies developing ideas using a particular pattern. One

of these is through narration. A narrative text contains the plot which gives
direction in making a story.

In developing narration, sequential presentation of events plays an important

role. Signal words help to create unified thought and to show the transition of
events to the next. This leads us to focus on the use of the action words in the
story. It also helps to move the story and makes the story interesting.

The chronological ordering of events helps to show the reader how the story
moves.
Most of the common transitional words are first, next, then, after and suddenly.
Moreover, it is also important to give specific details in pointing out the direction
of the story.

What’s More
Read the paragraph and answer the following questions on a separate sheet.

Being a transferee is never easy. At first, I was hesitant to come but my

mother told me that I would find new friends in Masayahin Senior High

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School. I would never forget the day I first entered this school, I felt so
shy and nervous. I did not know anyone for I was a new Grade 11
student. When I entered my first class looking for a chair to sit in, a boy
sitting beside the window sill asked me, “Are you new in this school?” and
I answered shyly, “Yes.” Then, he offered me the vacant seat beside him.
He was Jasper, an old student in that school. We got along with each
other well in our class. We worked on our assignments and school
projects. , he slept in our house doing our research work. After a year, we
both realized that in many ways we had a lot of similarities in terms of
interests in life. In the end, we became best of friends.

1. Where and when did the story happen?

2. What transitional devices are used to indicate the chronological order of
time?
3. What event happened first?
4. What does the paragraph tell?
5. What sequence is presented in the story?

What I Have Learned

Choose the best word/group of words that will complete the statements.
Write your answer in a separate sheet.

Chronological Ordering Narration Transitional Devices Sequence Plot

1. _________ is a writing pattern that is used to tell story.

2. A narrative text contains the _________ which gives direction in the story.
3. _________are words or phrases that help carry a thought from one
sentence to another, from one idea to another, or from one paragraph to
another.
4. Most of the common transitional words to show _________ of events are
first, next, then, after and suddenly.
5. The _________of events helps to show the reader how the story moves.

Additional Activities
In a short paragraph, narrate how something originated in your
place/community. Use the score guide below:

5 points All transitional devices are appropriate; the narration was very
clear.
3 points Some transitional devices are appropriate; the narration was clear.
1 point No transitional devices used in the narrative; the narration is
unclear.

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What’s New
Lesson 2 Description
In this lesson, you will learn another way of developing your paragraph through
giving description.

What’s In
People love to read and listen to story and the use of appropriate transitional
devices in telling stories are noteworthy. Likewise, you have previously learned
that in writing a narrative, the plot gives direction in making the story. However,
it is not only the plot that will help you to develop your writing skills. The use of
description is also important to help you create a vivid picture of what you are
trying to express through written text.

On a separate sheet, complete the table by supplying words or phrases that best
describe the given subjects. Use any of your senses to provide appropriate
descriptions. Then answer the questions that follow.
Subject SIGHT HEARING SMELL TASTE TOUCH
Example: long-legged soft voice heavenly silky skin
beauty queen beautiful scent
concert
beachside
adobo

Answer the following questions.

1. What do you call the words that are used to provide a striking effect on
the senses of the reader?
2. How do these words help create a vivid description of the given words?
3. What kind of paragraph can you develop using the given details?

What is It
According to Dayagbil & et al, 2016, the use of description plays an important
role to elucidate the nature of people, places and things. A series of detailed
observation about the subject can help you create a good descriptive paragraph.
This involves the use of adjectives and adverbs in the paragraph.

The kind of words we used to describe how your subject looks, sounds, feels,
smells or even tastes like are called sensory languages. It also concerns how
you will arrange the details to provide an image of the scene, the person or the
object you are trying to describe in your text.

There are two types of description. First is objective description, where the
writer presents impartial and actual picture of the subject without biases and
excluding personal impression of the subject just like when you give your
description of an experiment in class. Second is subjective description, where
the writer gives personal impression of what is observed. This is often used in

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making fiction stories. For instance, when you are asked to write about a place
you visit during summer vacation, you tend to give your personal judgment of
how you experience the place.

What’s More
Read the paragraphs below. Tell whether the description is subjective description
or objective.

1. Sampaloc Lake is an inactive volcanic maar on the island of Luzon, the

Philippines. It is the largest of the Seven Lakes of San Pablo, Laguna.
Nearly half of the lake's depth has a shallow depression at the bottom,
indicating its volcanic origin. It is approximately 104 hectares and 3.5
kilometer boardwalk. The lake is behind San Pablo City Capitol and at the
foot of the Doña Leonila Park.

2. Sampaloc Lake is one of the best tourist spots in San Pablo. It is where
you can bring your friends and loved ones for picnic and bonding. Most of
San Pableños jog around the lake and do ride bicycles not only to have
morning good exercise but also have fresh air. You can witness the
beauty of nature for it is surrounded with mountains.

What I Have Learned

Choose the best word or group of words that will complete the statements.
Write your answer in a separate sheet.

Objective Subjective Description Sensory languages Modifiers

1. ____________ is a writing pattern of developing paragraph using detailed

observation about the subject.
2. ____________ are used in writing descriptive paragraph.
3. ____________ can be in a form of word, phrase or clause.
4. ____________description presents impartial and actual picture of the
subjects without biases.
5. ____________ description gives the personal impression of the writer.

What I Can Do
Develop a composition using description as pattern of paragraph development.
Make a vivid picture of your dream house which you would like to own in the
future. Use at least ten descriptive words.

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What’s New
Lesson 3 Definition
In this lesson, we will focus on the three different types of definitions: formal
definition, informal definition, and extended or expanded definition.

What’s In
Previously, you have learned the first two patterns of development: narration
and description. The descriptive text portrays events and brings a scene or
object to life in the imagination of the reader. Meanwhile, a narrative text tells
story or events in chronological order. Now, let’s move on to another pattern
which is called definition.

Read the definition paragraph below then answer the given questions.

An estimated 50 years old, giant Crocodylus porosus is a saltwater crocodile.

It was the largest crocodile caught alive in Buhawan of Agusan del Sur.
According to residents, it is known to attack people and had eaten animals.

The biggest crocodile was given the name of “Lolong” after the name of
Ernesto “Lolong”
Goloran, who is one of the veteran hunters
from the Palawan Crocodile and Wildlife Reservation Center, who led the hunt.

Dr. Adam Britton, an Australian zoologist and crocodile expert, measured Lolong
at 6.17 m (20 ft. 3 in). And in June 2012 Lolong was officially certified by the
Guinness Book of World Records as the “world’s largest crocodile in captivity”.

According to the experts of the National Geographic Channel, Lolong breaks the
record of the previous record-holder with a measurement of 5.48 m (18 FT 0 in).

1. What is being defined in this paragraph?

2. Do the supporting points help you understand the definition better? Are
there facts, reasons, examples, and details that make it even clearer?

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3. What transition words are used between supporting points?

What is It
Definitions provide concise but exact meanings of unfamiliar words and explain
special meanings for familiar words. They are often used to explain technical
words and concepts. What to define always depends on the needs of the reader
and the purpose of communication. It can be done in either of the two distinct
methods of definition.

First, informal definition as either denotation or connotation. Denotation is

the dictionary meaning of the word. For example: Rose is a family of prickly
shrub with pinnate leaves and showy flowers. Meanwhile, connotation is the
secondary meaning of a word and not necessarily included in the dictionary.
Rather it is how a writer understands a word based on their own personal or
consensual experiences. In the example: A dozen of pink roses is usually given
to their beloved ones. Instead of literally referring to flowers, love and romance
are connoted.

Second, formal definition consists of three principal parts: the species (WORD)
n + Genus (CLASS) + Differentiae. The WORD is the name of the object, process,
or concept defined. This is usually followed by “is” and “are” and the CLASS or
general group to which the objects belongs. For example: Skimming (species) is
a reading technique (class) of allowing the eyes to travel over a page very
quickly, stopping only here and there to gain an idea (differentiae).

For the expanded or extended definition, the following are common methods
used in paragraph development would be of great help (Filomena T. Dayagabil,
Ethel L. Abao, and Remedios C. Bacus, Critical reading and writing for Senior
High School. Quezon City: Lorimar Publishing, 2016, 43:

Methods Examples
By stating its San Pablo City is one of the oldest towns in the Philippines
characteristic and today, it is known as one of the first-class cities in the
s province of Laguna. It is also called the City of Seven Lakes
namely: Bunot Lake, Calibato Lake, Mohicap Lake, Palakpakin
Lake, Pandin Lake, Sampaloc Lake, and Yambo lake. These
seven freshwater lakes are crater form of a steam-blast
eruption from Mt. Cristobal.
By function In this time of global crisis, everyone is responsible for their
actions, such as following the precautionary measures given
by the health experts to avoid the spread of the virus.
By what it is Far from the normal situations that we had before, the
not pandemic makes each one of us skip buying unnecessary
items.
By what it is Jollibee and McDonalds both offer savory chicken and
similar to delicious pasta that children love.

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What’s New
By Examples The opening of the classes for School Year 2020 -2021 amidst
the pandemic is a great challenge to the Department of
Education. They continue researching different alternative
ways of teaching and learning to be implemented in schools
such as online learning, modular learning, and lastly learning
from TV shows and radio programs.
By origin of Writers around the world define literature in different ways.
word or The origin of the word literature is derived from the Latin
etymology word Litera which means letter.
By its effect Due to the global pandemic, specifically COVID-19, the world
embraces the new normal. People have become more
conscious about sanitation and hygiene. They now learn
physical distancing in public places. And, most of the people
stay at home either working or developing new hobbies and
exploring new things.

What’s More
Analyze how the writer creates a shared concept and what different expanded
definition methods are used in the paragraph. Write your answer on a separate
sheet of paper. You may follow the template below:
Method used Sentence/s

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Bimetallic Components

1Bimetals are components made up of two separate metallic units, each

occupying a distinct position in the component. 2Bimetal rods or wires (also
called clad metal, duo- or dual-metal) are made of dissimilar metals. 3The rod
core a cylindrical body made of one metal, is surrounded by a concentric,
cylindrical sleeve of another metal. 4Some fibrous metals may also be
regarded as bimetallic; for example, rods made by unidirectional solidification
of some eutectic compositions containing a metallic (or nonmetallic)
compound of fibrous filaments embedded in an almost pure metallic matrix.
5The structure of presentday Nb-SN superconducting core can be even more
complex. 6It is multimetalliccontaining more than two dissimilar metals. 7The
two elements of a bimetallic product are usually intimately interlocked, so
that they function in unison.

8Bimetal rods or wire stems make it possible to combine properties

of dissimilar metals. For example:
 9Aluminum-clad steel wire combines the

strength of steel with the electrical

conductivity and corrosion resistivity of
aluminum.
10Superconductor core clad with copper sleeves combines
superconductivity at cryogenic temperatures with assurance against
failure when a local temporary rise in resistance or temperature
occurs.

11Although the number of desired bimetallic combinations for practical use is

virtually unlimited, manufacturing difficulties restrict the number of bimetallic
combinations actually in use.

Based on Betzalel Avitzur et al., “Criterion for the Prevention of Core Fracture during
Extrusion of Bimetal Rods,” Journal of Engineering for Industry, 1983, 293-30

What I Have Learned

Create a semantic map in a bond paper, write all your key learning from this
lesson.

DEFINITION

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What I Can Do
Define “COVID-19” using the rules you have learned. You may also choose to use
the outline below to help you in writing a good definition paragraph. Write your
answer on a separate sheet of paper.
Topic sentence: COVID-19 is_________________________________________
• First (supporting Point#1) + (Fact, reason, or detail)
• In addition (supporting point #2) + (Fact, reason, example or detail)
• Finally, (supporting Point #3 + (Fact, reason, example or detail)
• Conclusion: In the end, COVID 19 is_____________________________ The
following score guide may be used to rate your output.
Description Highest point Your Score
Clear topic sentence 5 points
Evidences and examples are specific 3 points
and accurate
Mechanics of writing are observed 2 points
Total 10 points

Lesson 4 Exemplification and Classification

In the previous lessons, you have learned the differences between and among
narrative, descriptive, and definition paragraphs. Now, you will familiarize
yourself with two of the most common patterns of paragraph development –
exemplification and classification.

What’s in
As you unravel the unique patterns of development in writing exemplification and
classification paragraphs and how to incorporate them in your own writing, you
must first begin to learn how to identify the basic parts of these patterns – topic
sentence, classifications (types, categories), examples (illustrations) and
transitional expressions. These can be used in writing other papers with different
purposes other than telling a story, describing something or defining a concept.

What’s New
Read the passage carefully. Once finished, copy on a separate sheet and fill out
the table with the appropriate words that match the headings below:

Humans are often harmed by pollution. The presence of the hazardous substances
brought about by these three major types of pollution: land, air and water gravely affects our
health. For instance, a person may acquire skin problems and other deformities from the toxic
wastes present in the land that we live in such as garbage, pesticides, heavy metals and other
chemicals. Air pollution caused by toxic gases, solid and liquid particles or aerosols, and other
hazardous air pollutants adversely contaminate the air that we breathe. Long-term exposure

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to air pollutants has been linked with diseases of the heart and lungs, cancers and other
health problems. Lastly, water pollution observed in our primary water sources like oceans,
rivers, and lakes is caused by the presence of industrial wastes, sewage and waste waters,
chemical fertilizers and pesticides to be specific. Infectious diseases can be acquired through
contaminated water and can cause cholera, jaundice, liver damage and stomach illness in
people.

Topic
Sentence:
Classification Examples of Hazardous
Substances
Pollution 1._________________ a.__________________________________
b.__________________________________
c.__________________________________
d. __________________________________

2. Air a. .__________________________________
b.__________________________________
c.__________________________________
a.__________________________________
3. b.__________________________________
__________________ c.__________________________________
d. __________________________________
e. __________________________________

Transitional
expressions:

Study the accomplished table. How can you say that the words and phrases
that you have just written all exemplify that of the (a) topic sentence, (b)
classification, (c) examples and d) transition words?

If you were able to justify your answers, then, you are now ready to learn
more about the characteristics and features of exemplification and
classification as patterns of development in writing.

What is It
Exemplification (or illustration) is the most common and effective pattern to
explain an idea or point. In developing this kind of paragraph, the writer
develops a general statement –the topic sentence, with one or more examples
to support it.

Here are some transitional expressions in writing effective exemplification

paragraphs: for instance, namely, to be specify, to clarify, to illustrate, for
example, in short, as an example.

On the other hand, classification is used when a writer needs to sort out or
arrange subjects to groups or categories based on their common and shared
characteristics.

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Here are some transitional expressions in writing effective

classification paragraphs: classified as, one kind, the last group, another
kind, another, final type, the first category, are categorized as, the next part.

Remember that you can use both exemplification and classification in

developing a paragraph by simply identifying categories on a particular
subject and providing examples or illustration to explain and clarify meaning.

What’s More
Read the excerpt that follows. After reading it, make a short paragraph that has
the same pattern of development. Be able to employ transitional expressions to
make it effective.

An excerpt from Appassionato

“Passion is visceral. It stands outside traditional thinking. It ignores conventions like
distance, time, and social acceptance. It dares into uncharted waters. It is used to be
primarily associated with romantic love. Today, thanks to authors like Tom Peters and

Nancy Austin (A Passion for Excellence), passion’s boundaries have been extended to
embrace work, entrepreneurial endeavours, corporate success.”
Source: Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and What
I Have Learned
Reflect on what you have learned today by completing the diagram below, use a
separate sheet for your answer.

Write INSIDE the Write some

circle the most questions or
valuable learning clarifications
that you gained
OUTSIDE the
from the lesson.
circle.

What I Can Do
Choose at least one from the situations below.
Writing Task 1: You are the editor-in-chief of your school’s publication. The school
paper adviser requires you to write a 2-3 paragraph opinion article about the COVID-
19 pandemic for a special edition paper.

You need to take side and be specific in explaining your point of view by proving
clear examples and illustrations to support your arguments.
Writing Task 2: You are one of the business proprietors at your school’s on-going
Business Expo. An interested customer sent you an e-mail asking about the different
types of products you sell.

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You need to respond to the e-mail in 2-3 paragraphs indicating the classification of
your products. To encourage your customer to avail, your message must contain the
product’s category, specific features and prices.

Here is the rubric for your writing task:

Criteria Descriptions Total Your
Score Score
Paragraph Structure Clearly states the main idea to capture the reader’s 5
( Topic Sentence, attention, adds concrete and interesting details and pts.
Supporting details and brings closure to the paragraph written.
Conclusion)
Transitional Effectively uses a high degree of appropriate 5 pts.
Expressions transitions to show development from one
sentence to another
Grammar and Has no spelling, punctuation and grammatical errors 2 pts.
Punctuation
Total 12 pts

Additional Activities
Write an exemplification or a classification paragraph on any suitable subject or
topic in your respective context/locality. Make sure to include a topic sentence,
supporting details, conclusion and transitional expressions in your written text.
The same
Lesson 5 Comparison and Contrast
rubrics will be used in assessing your output.
Sometimes, you’ll be asked by your teachers to perform tasks which would
require you to make intelligent choices. School writing activities may require you
to do comparison and contrast, in which you focus on similarities and differences
of ideas. By assigning you such writing activities, you are encouraged to make
connections between text and ideas and engage you in critical thinking.

What’s In
Classification as pattern of development of writing makes you associate similar
things or process by grouping them into classes or categories. Try this! Choose
the word/s that do/does not belong on each line then write a category name for
each group (i.e. rose, banana, sun flower, daisy = banana/flowers).

1. German Shepherd, Golden Retriever, Persian Siamese, Siberian Husky

2. on land, by water, by air, by bus
3. carrot, cabbage, radish, onion
4. jazz, rock, pop, ballet
5. Coins, Dollar, Yen, Franc
Each item gives you a hint over a certain category. That’s similar to our previous
lesson about exemplification and classification. However, although these words
belong to the same group, each of them have similarities and differences, which
will be the focus of this lesson on comparison and contrast.

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What’s New
Using the Venn diagram, jot down words and phrases showing similarities and
differences between Junior High School and Senior High School. What is
It
Comparison in writing discusses elements that are similar while contrast in
writing discusses elements or ideas that are different. A compare-and-contrast
essay, then analyzes two subjects comparing them, contrasting them, or both.
However, its purpose is not to simply state the obvious but rather to illustrate
subtle differences or unexpected similarities between two subjects.

As a writer, you should help the readers see how these two ideas are similar or
different by showing them its advantages and disadvantages so they are able to
weigh the pros and cons before they make judgment or decision. Take a look at
this example.

Source: Jenn, Kepka, Oregon Writes Open Writing Text. 2015, accessed May 21, 2020,
https://openoregon.pressbooks.pub/oregonwrites/chapter/comparison-and-contrast/

My sisters are as different as yin and yang in terms of personality,

appearance and intelligence. Tina, the middle child in the family, prefers staying
at home than going out with her friends. She is slim, petite and has dark skin. As
she is not sociable, she finds friends with the characters from the books she
reads most of the time. In addition, she is very clever in subjects like Math and
Science which made her graduate with Highest Honors from Senior High School.
In contrast, my youngest sister, Joni, is the opposite. She has an outgoing and
friendly personality. There is never a dull moment as she is always ready with
stories to tell. She is tall with a round plump face and fair skin. Being the
youngest in the family, she is often asked to perform during family gatherings
since she sings and dances well. My sisters may be different from each other but
they adore one another.

There are two common ways to organize comparison/contrast paragraph or

essay. The Block Method is used to compare and contrast two subjects one at a
time. You may begin by saying everything you have to say about the first subject
you are discussing then move on and write everything about your second
subject. If you are writing a short paragraph or essay, you might be able to fit all
of your points about each item. However, if you would want to address one
subject at a time, you may use Point-by-point comparison.

Some cohesive devices you can use in showing similarities are likewise, similar
to, same with, like, in the same manner. To show contrast, cue words such as: on
the other hand, however, while, different with, in contrast and the like.

Source: Williams, Madalyn. February 21, 2017, accessed May 20, 2020
https://prezi.com/hdigz1iuziht/comparing-the-block-method-and-the-point-by-point-method/

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What’s More
Create compare-and-contrast paper outline using either Point-by-point or Block
Method by comparing or contrasting Junior High School and Senior High School.
Be guided by the rubric below.

Description Highest point Your Score

Has a clear and strong-hook topic sentence 5 points
Evidences and examples are specific 3 points
Has no errors in grammar, spelling and 2 points
punctuation marks
Total 10 points
What I Have Learned
Complete the following statements to summarize what you have learned in this
lesson.
• A compare-and-contrast writing analyzes two subjects by __________.
• The purpose of writing a comparison or contrast essay is not to state what
seems so obvious about the things being compared but __________.
• The two main organizing strategies for comparison-and-contrast writing are:

__________ and __________. What I Can Do

Write a five (5) to seven (7) sentence paragraph based on the outline you
created regarding the similarity/difference of Junior High School and Senior High
School.
Description Highest point Your Score
Has appropriate quality of well-organized 5 points
points to support the topic
Uses specified format/style 3 points
Grammar, spelling and punctuation marks are 2 points
correct
Total 10 points

Additional Activities
Brainstorm an essay topic leaning towards comparison or contrast. Choose one
among the three items then come up with at least one similarity and three
differences. The rubric in “What’s More” segment may still apply to this activity.

• Cell phone units and brands

• Fast food chains and fine dining restaurants
• Enrolling in college or getting employed after Senior High School

Lesson 6 Cause and Effect

Reasons and results are two things that interest readers. Thus, it is important for
writers like you to learn how paragraphs of this kind should be developed.

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What’s In
We have learned in our previous lesson that the use of comparison and contrast
in developing paragraph is very effective when you want to show similarities and
difference between two ideas. Although a comparison and contrast essay is set
to demonstrate both similarities as well as differences, sometimes it only shows
similarities, and at other times, only differences.

The next pattern of paragraph development focuses on how you can state details
through giving reasons or results of a topic.
What’s
New
Read the passage carefully. Then, complete the diagram below.

Discoveries and invention of devices are always welcome until we, humans, find
a way to abuse its benefits and be adversely affected by it. This was the case
when Wilhelm Roentgen discovered x-ray and within five years, the British Army
was using a mobile x-ray unit to locate bullets and shrapnel in wounded soldiers
in the Sudan. TV was also invented with positive thoughts in mind – there would
be no national borders, education and communication would be worldwide, etc.
However, we are now trying to overcome its physiological and psychological
adverse effects on human beings.
(Excerpt: Emmanuel Tatah Mentan, English Essay Writing Handbook Bloomington, IN: AuthorHouse,
2019.) CAUSE EFFECT

Answer the following questions on a separate sheet.

1. What is the main idea of the text?
2. What states the cause of the idea?
3. What states the results of the idea?
What is It
Cause and Effect is a text development pattern which explains why something
happens. It also states what results a particular event produces. It usually gives a
statement emphasizing the cause and another emphasizing the effect.
The following guide questions can be used for cause-effect development:

• Why did it happen?

• What caused it?
• What does it cause?
• What are the effects?
• How is it related to something else?

Further, in developing your texts you can use signal words like as a consequence
of, as a result of, because, because of, now that and since to express cause while

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accordingly, consequently, hence, so, therefore, and this resulted in to signify

effects.What’s More
Put a check (✓) if the item is suited for a cause-and-effect text or a cross (x) if
not.
1. How to play drums
2. Impact to technology in education
3. Importance of daily reading habit 4. Increased drop-out rate in a
school.
5. The act of kindness

What I Have Learned

Complete the given statements to sum up your learning for this lesson.
1. Cause and effect is a text development pattern explains ___________
something happens and states ___________results a particular event
produces.
2. ___________focuses on: why did the topic happen; what caused it; what does it
cause; what are its effects; and, how is it related to something else.
3. Signal words used in introducing cause include: _______________________
4. Signal words used in introducing effect include: _______________________
What I Can
Do
Typhoon Yolanda took the lives of over 6,300 Filipinos and displaced thousand
others. Write a five-sentence paragraph that explains why there were so many
casualties even when they were warned of a storm surge. Use cause and effect
pattern of development. The rubric below may be used in this output.

5 points 3 points 1 point

The paragraph states
The paragraph states The paragraph states no cause and effect
cause and effect and cause and effect but and it uses
all transitional devices few transitional inappropriate
are properly used. devices are used. transitional devices.

Additional Activities
Reflect on the quote: “Working out of cause and effect is eternal” (Deepak
Chopra). Develop a cause-and-effect paragraph to express your insights about
this. The
Lesson 7 Problem-Solution
previous rubric may still be used for this writing task.

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In this lesson, you are expected to plan, structure, and write interesting and
meaningful paragraphs applying the problem-solution pattern in your essays
about different topics, issues or recent developments in various fields.

What’s In
With your previous learning about cause-and-effect pattern of development, you
can readily write a full-blown essay addressing any issue that interests you. After
answering the “why” and the “what happened”, we now move on to the “how” –
how will we do things and how can we resolve issues or concerns around us. This
time, you will apply the problem-solution pattern of development.

What’s New
Read the essay below. Identify the problem/s and solution/s cited in the passage
Healing a Child’s Stitches and Burns
By Emerson T. Armero
There can be no doubt that a large number of CIFL or children in conflict with
the law may commit more juvenile crimes despite the intense effort of teachers, the
barangays, the police and the guidance offices. This poses a huge challenge to
government authorities and the whole society as well since these minors are
protected by law and should not be harmed by all means.
Basically, while being interrogated upon, these child offenders do not take
their case seriously. They sometimes treat their offense as a practical joke similar to
an amusing snapchat or a tiktok moment. Others consider their waywardness as part
of their growing up years – their being young, wild and free. And they blend with the
other CIFL regulars, thereby establishing an organization of future gangsters.
Unfortunately, they are not given the chance to reform their character because they
cannot go to jail and should be with their parents’ custody within 24 hours.
Additionally, some of them turn to substance abuse.
There might be two doable solutions to overcome the problem mentioned in
the previous paragraphs. The first step would be to give them the opportunity to
intensely rehabilitate and provide educational programs suited to their needs and
abilities which will prepare them in the harsh realities of life. It is also equally
important that they get the full support and encouragement of their parents and
fellow learners.
It is reasonable to conclude that education still paves the way for CIFL learners
to mend their ways. Furthermore, it is still everybody’s responsibility to help them
change, to motivate them to change and stay away from temptations that may
inevitably arise.

What is It
A problem/solution essay presents a problem, usually discussing several aspects
of the problem, then concludes by discussing solutions to the problem. The
problem may be addressed in the following ways:
Effects only  Describe the problem only in terms of its effects.
 Use examples.
Causes and • Outline the causes of the problem.
effects • Discuss solutions in terms of preventive measures.
Extended  After a topic sentence, illustrate the problem by using an
example extended example (through a story or an anecdote from your
introduction).

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The solutions may be presented in various ways and you have to think about
which way would be the most appropriate for the particular problem you are
discussing.

Here are some ways to present solutions:

Preventive • Ways to prevent the problem from occurring in the first place
measures • For example: How to prevent Covid-19
A series of • Suggest the easiest and most obvious solution first, but if that
steps doesn’t work, try something else, etc.
• For example: if you have a neighbor who does not wear mask
nor practice social distancing, you might first talk to him/her; if
that doesn’t work, arrange for a mediator; etc. (a last resort
might be to call the police).
Advice  Give some advice and helpful hints.
A choice of  Include solutions that have already been tried, have been
solutions unsuccessful, and new solutions which you are proposing.

The following transitional devices can also help you develop your text.

Introduction Middle Section/ Conclusion

Body
 Nowadays… • For instance… • In conclusion…
 It is a common trend that… • Such as/like… • To conclude…
 Society is becoming • Namely… • To sum up…
increasingly concerned
about…
What’s More
Choose a specific problem in your place and try to propose solutions for it. Write
your insights in a short paragraph following the problem-and-solution pattern of
development. Make use of correct transitional devices in your text. Be guided by
the rubric below.
5 points 3 points 1 point
The paragraph states
The paragraph states The paragraph states no cause and effect
cause and effect and cause and effect but and it uses
all transitional devices few transitional inappropriate
are properly used. devices are used. transitional devices.

What I Have
Learned
Arrange the following steps in developing a problem-and-solution text.
_____ Brainstorm to identify several solutions.
_____ Gather supporting information.
_____ Define the problem to be solved.
_____ Decide how to organize your writing.
_____ Write a thesis statement.
_____ Support your thesis with examples and details.

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_____ Write a strong conclusion.

Additional Activities
List down the top three problems of millennials today. Then propose possible
solutions to each of your identified problem. You can use this as a springboard in
Lesson 8 Persuasive
writing a problem-solution text.
After this lesson, you are expected to learn the type of paragraph development
that focuses on presenting points of view to persuade or encourage your readers.

What’s In
By this time, you should have learned seven different patterns of paragraph
development. The latest of which is the problem-solution text, which focuses on
either a problem or solution in a particular area or situation. It a type of text
expressed as a dilemma or concerning issue (problem) and something that was,
can be, or should be done to remedy this issue (solution or attempted solution).

The last pattern of paragraph development featured in this module focuses on

how you can state details through presenting your views and encouraging your
target readers to accept your argument.

What’s New
Complete the table below after reading the paragraph.

Is iPhone 11 worth spending? One of the company’s recent novelties is the

iPhone 11 – a newer and more advanced version of the most popular
phone in the world. However, the previous model – iPhone XR – seemed to
have been satisfying people’s needs just fine as well. So, what is the
difference?

ISSUE ARGUMENT EVIDENCES

Now, answer the following questions:

1. What is the main idea of the text?
2. What issue has been presented in the text?

3. What does the text want us to do? What is It

Persuasive text can be in the form of an argument, discussion, exposition,
review or even an advertisement.

In developing your own persuasive text, a writer must first state the issue. This
will serve as a background information about the topic. Then, it should be
followed by a clear, strong and specific argument.

An argument is one’s claim or position that can either support or reject the issue
previously stated. Arguments shall be supported with a well-researched
evidences, which will give details on how and why it supports the argument.

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Evidences can be factual, logical, statistical or anecdotal in nature. It can also

explain counterarguments not because the writer wants to prove which claims
are wrong or right but to enlighten the readers about other positions.

Lastly, a conclusion restating the main argument of the text will be the end of
the text. This will be your final statement to persuade your readers.

Some guide questions in constructing a persuasive text include:

• What is the issue?
• What is your position or opinion?
• What is the opposing position/opinion?
• What are some reasons for your position/opinion?  What are some

cases or examples that support this? What’s More

Read the text below and identify the issue, the argument/s and conclusion.

When we consider the ubiquity of cellphones, iPods, personal computers and the
internet, it’s easy to see how science (and the technology to which it leads) is
woven into the fabric of our day-to-day activities. When we benefit from CT
scanners, M.R.I. devices, pacemakers and arterial stents, we can immediately
appreciate how science affects the quality of our lives. When we assess the state
of the world, and identify looming challenges like climate change, global
pandemics, security threats and diminishing resources, we don’t hesitate in
turning to science to gauge the problems and find solutions.
And when we look at the wealth of opportunities hovering on the horizon— stem
cells, genomic sequencing, personalized medicine, longevity research,
nanoscience, brain-machine interface, quantum computers, space technology—
we realize how crucial it is to cultivate a general public that can engage with
scientific issues; there’s simply no other way that as a society we will be
prepared to make informed decisions on a range of issues that will shape the
future. (from
"Argumentative Essay," Literary Devices, last modified May 22, 2020,
https://literarydevices.net/argumentative-essay/.)
What I Have
Learned
Complete the statements to sum up your key learning for this lesson.
1. __________ is a type of paragraph development that focuses on presenting
points of view
2. An __________ serves as a background information about the topic.
3. An __________ is one’s claim or position that can either support or reject the
issue previously stated.
4. Arguments shall be supported with a well-researched __________.
5. A __________ restating the main argument of the text will be the end of the
text.

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What I
Can Do
Choose an item or a product that you frequently use. Develop a persuasive text
by making a transcript for product advertisement. The rubric below may be used
for your output.

5 points 3 points 1 point

The paragraph states The paragraph states The paragraph states no
persuasive text and it uses persuasive text and it little persuasive text and it does
appropriate arguments and uses appropriate not use appropriate
evidences. arguments and evidences. arguments and evidences.

Additional Activities
Write a persuasive text to encourage incoming senior high school to choose the
strand you are enrolled in. The rubric in the previous activity may still be used for
this writing task.

Assessment
A. Choose the correct transitional devices. Write your answers on a separate
paper.
a. So b. Due to c. First d. When
e. Where f. Second g. Lastly h. Similarly
During my younger years of being a diligent worker, I would spend at least 10 hours
working in the office and I would even bring home some paper works. Until, one day I was
brought to the hospital 1. _________ I experienced more anxieties. My attending physician
told me that I collapsed 2. _________ stress. 3. ________, I started to follow my doctor’s
advice. 4. ______ to spend at least three times a week for exercise. 5. Another is to take
stock of internal stressors I could control. 6. ________ is to use meditation techniques
whenever I felt overwhelmed and make sure that I got sufficient rest. Lastly, is to take
time to do things I enjoy. 7. _________, to pursue some hobbies and pleasures to live a
more balanced lifestyle.

Choose the letter of the correct answer. Write your answers on your answer sheet.

8. Which text focuses on presenting points of view and seeks on encouraging its
readers to accept a particular argument or act in a particular way?
A. Persuasive C. Cause and Effect
B. Problem-solution D. Comparison and Contrast
9. Which written text involves sensory images to figure out something?
A. Description C. Narration
B. Definition D. Problem Solution
10. What pattern shows similarities and differences of two subjects in a paragraph?
A. Comparison and Contrast C. Narration
B. Cause and Effect D. Problem Solution
11. When giving the full meaning of a certain topic, which pattern is applicable?
A. Description C. Narration
B. Definition D. Problem Solution
12. If you were to tell a story, which pattern of paragraph development would you
use?
A. Description C. Narration

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B. Definition D. Problem- Solution

13. What pattern presents the reasons and possible results of an event?
A. Description C. Narration
B. Cause and Effect D. Problem Solution
14. In this section, you need to mention an overview of the problem, the why of the
problem, and who should be concerned about the problem.
A. Introduction C. conclusion
B. middle section D. exposition
15. Which would best suit a text that aims to discuss the taxonomy of a group of
fossils that were recently discovered by a paleontologist?
A. Comparison and Contrast C. Narration
B. Classification D. Problem Solution

Reading and Writing

Skills
Properties of a Well-Written Text
Reading and Writing Skills
Properties of a Well-Written Text
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Michelle B. Banca, Desiree D. Vista, Margie A. Papasin

Editors: Shiela Niña L. Rea-Santes, Orven Francis G. De Pedro

Reviewers: Cyril E. Sales, Susana J. Sacatrapos, Loui Grace G. Margallo, Laila R. Maloles, Jonathan H. Marquez,

Jhonathan S. Cadavido
Illustrator: Jayson K. Latade
Layout Artists: Victoria P. Gabiano, Mark Joseph O. Torres
Management Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Daisy Z. Miranda, Doris DJ. Estalilla, Neil G.
Team: Angeles,
Evira B. Catangay, Vincent Emmanuel L. Ilagan, Edna F. Hemedez, Henry P. Contemplacion, Jackie
Lou A. Almira

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Weeks

3-4 Department of Education – RegionIV-A CALABARZON

Office Address: Gate 2 Karangalan Village,Barangay San Isidro

Cainta, Rizal 1800

Telefax: 02-8682-5773/8684-4914/8647-7487

E-mail Address: [email protected]

Lesson 1 Organization
Arranging our thoughts to deliver a purposeful message is essential in all forms
of communication. This is clearly evident among written texts, which are
supposed to be well-organized, coherent and cohesive, using proper language
and mechanically neat.

In this lesson, we will focus on the essence of organization. Thus, later, you are
expected to determine the beginning, middle, and end of a story, and to write
the episodes of your life from childhood to young adulthood using a graphic
organizer.

What I Need to Know

Writing, like speaking, is a form of expressing and communicating one’s thoughts
and ideas. When you speak clearly, other people can understand what you are
saying. Likewise, when you write, you have to familiarize yourself with the
properties of a well-written text: organization, coherence and cohesion, language
use, and mechanics. These will serve as your “compass” in weaving your train of
thoughts and connecting one idea to another.

This lesson will help you identify and utilize your writing prowess through your
awareness and application of the properties of a written text. Here, you can also
better appreciate good grammar as fundamental to written communication. More so,
using it on a personal basis can help you express ideas precisely and gain other
people’s respect in whatever you have to say.

The lesson is divided into four lessons, namely:

• Lesson 1 – Organization
• Lesson 2 – Coherence and Cohesion
• Lesson 3 – Language Use
• Lesson 4 – Mechanics

After going through this lesson, you are expected to:

1. determine the beginning, middle, and end of the story read;
2. write the episodes of your life from childhood to young adulthood using a
graphic organizer;
3. organize ideas using proper transitional devices;

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4. construct a coherent and cohesive paragraph;

5. determine the essence of proper language use in written texts;
6. evaluate a written text based on the appropriateness of language use;
7. utilize writing prowess through practice skills in grammar; and
8. use proper mechanics in writing such as spelling, punctuation,
capitalization, and paragraph development.

What’s In
In the previous lesson, you learned that persuasion is one of the patterns of
written text. A persuasive text can be an argument, exposition, discussion,
review, or even an advertisement.

Can you still remember the following guide questions in constructing a

persuasive text?
1. What is the issue?
2. What is your position or opinion?
3. What is the opposing position/opinion?
4. What are some reasons for your position/opinion?
5. What are some cases or examples that support this?
Notice that the guides are made in a specified order that will help
clarify your thoughts and encourage your readers to either believe
in your opinion or do something based on your claims. This is the

power of organization in writing texts well. What’s New

Are you familiar with Star Cinema’s “Seven Sundays”? This local movie features
famous celebrities like Aga Muhlach, Dingdong Dantes, Cristine Reyes, Enrique
Gil, and Ronaldo Valdez. Inside the succeeding text boxes are three different
situations from the movie. Read and analyze each event to determine which
comes first, next and last.

1 When the four children learned about the bad news that
their father was diagnosed of a lung cancer, they at
once decided to pay their father a visit by sleeping
overnight under the same roof.

2 The widowed father of the Bonifacio family, Manuel, was

diagnosed with lung cancer by the family physician.
What saddened Manuel was the doctor’s prediction that
he had only about two months or roughly “seven
weeks” to live.

3 After his birthday with his nephew Jun (because no one

among his children showed up), Tatay Manuel received

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a call from the family doctor telling him of the good

news – that he was not terminally ill.

How do you think are the scenes arranged in the movie?

Complete the following:

Event # ___ is the beginning because ______________________________________.

Event # ___ is the middle because _________________________________________.

Event # ___ is the ending because _________________________________________.

What is It
A well-organized piece of writing is not only clear but also logical and aesthetic.
Existence of organizational markers and coherent flow of ideas are typically the
focus in evaluation of writing (Dayagbil 2016, 63-64).

In writing a story or an essay, it is necessary for students like you to identify the
sequence of events from the beginning to the end because a strong organization
comprises proper paragraphing and logical order of presentation of ideas.

You are introduced to this lesson by sequencing events to help you understand
how to organize your understanding of the text or story, then later, to apply it in
your own composition.

What’s More
Read the excerpt of the film review lifted from (Lionheartv.net 2017). Then,
record the sequence of events on a graphic organizer.

MOVIE REVIEW: “SEVEN SUNDAYS” (excerpt)

Star Cinema’s “Seven Sundays” revolves around the story of

Bonifacio family, whose patriarch, Manuel, (Ronaldo Valdez) is
diagnosed with a terminal illness. Seeing the family he built with
his now deceased-wife, falling apart, Manuel has only one dying
wish: see his four children together again and reconnected, happy
and looking for each other, like when they were still kids.

But time and distance have taken a great toll on his children’s
relationships which have been mostly strained by insecurities and
pride among them.

His eldest, Allan (Aga Mulach), is a struggling father trying to make

ends meet for his own family. Bryan (Dingdong Dantes), the middle
child, who in spite of being the most successful, harbors bitterness
towards Allan, whom he thinks has remained his father’s favorite.

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Cha (Cristine Reyes), now a mother of three, tries to hide her

malfunctioning marriage, and Dexter (Enrique Gil), the youngest,
keeps himself distant from the family he thinks abandoned him.

They are forced to reconcile under the same roof, and as they try
to grant their dying father’s wish, a recollection of their history and
some assessment of where they are and have gone as a family, are
inevitably ensued.

But Dingdong Dantes has arguably emerged as the strongest

performer. There is a powerful exchange of accusations and
revelation of insecurities among the siblings, where Bryan bares his
bitter struggle to prove himself and his worth in the family.

Enrique Gil’s Dexter has practically the same baggage. He

struggles to connect to the members of his family whom he feels
left him when he was in need of someone to guide him through
growing up. As anticipated, every member of the family has to
survive the pains of growing up, but it is growing apart that proves
to be more damaging to the Bonifacio family, and it is more evident
in Dexter.

But then, all these characters radiate around Manuel, played by

Ronaldo Valdez, who has singularly maintained his dramatic genius
throughout the film. His struggle as a father trying to keep the
foundations of his already rattled family makes his character
accessible, hence it emerges as the most relatable element of the
film.

For what it’s worth, while “Seven Sundays” struggles to abandon

the conventions of its genre, this Cathy Garcia-Molina-helmed
family drama turns out to be actually memorable. Its utter
earnestness to relate a familiar story moves the film to levels that
are bracing enough to capture audience and tug at their
heartstrings. With its poignant sentiments about family, it hits right
in the heart, and for that, “Seven Sundays” is exceptional.

On a separate sheet of paper, use the graphic organizer to show the order of
events recounted in the film review.

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Timeline Organizer
BEGINNING

MIDDLE

ENDING

What I Have Learned

Complete the following statements for you to remember the most essential
takeaways from the lesson:

• A well-organized piece of writing ___________, ____________ and ___________.

• In writing a story or an essay, it is necessary to identify the ___________ of
events from the beginning to the end.
• A strong organization comprises proper ________________ and logical
_________ of presenting ideas

What I Can Do
Using a graphic organizer, write an episode of your life by providing events
beginning from childhood to young adulthood. Provide a catchy title for your
story.

Title: ____________________________________________________________________________

Date Event

Additional Activities
Write a three-to-five paragraph essay about the episodes of your life,
using the events that you recorded on the table beginning from childhood
to young adulthood. Be guided by the following criteria.
CRITERIA YOUR SCORE TEACHER’S
SCORE
Completeness (5)
Did you write to the prompt? Did you write

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enough? Was your story complete?

Content (5)
Did your story have a beginning, middle and
end?
Language (5)
Did you use clear and thoughtful language?
Did you use the events as reflected in the
episodes of your life?
Formatting/Organization (5)
Is your story broken up into paragraphs?
TOTAL

Lesson 2 Coherence and Cohesion

One of the most important elements in writing is the form or structure. Without a
solid structure in place, the content you have gathered would fall apart. After
sequencing the events in your paragraph – a group of related sentences that
leads to a single topic or idea, it is time to get on to unifying your writing.

In this lesson, we will focus on structuring an effective paragraph through

coherence and cohesion. Thus, you are later expected to organize ideas using
proper transitional devices and eventually construct a coherent and cohesive
paragraph.

What’s In
In the previous lesson, you have learned that organization plays an important
role in developing a well-written text. It is also known as arrangement and is
achieved when ideas are logically and accurately arranged with focus on the
sequence of ideas, incidents, evidence, or details in a definite order in a
paragraph, essay, or speech.
After learning this property of a well-written text, it is important to interconnect it
to other properties of text: coherence and cohesion.

What’s New
Set A. Number the sentences to form a well-structured paragraph.

_____A. I knew that we will go to their house to celebrate her birthday but during
that time, I was still in our school because of my training for campus journalism.
_____B. I talked to her and said sorry for what I had done and I explained my
reasons for not attending her birthday. At last, I was still thankful to her for
understanding my situation.
_____C. It was 2:00 o'clock in the afternoon when Angelita called me over the
phone and said that she was waiting for me at 7/11 store together with our other
friends. _____D. It's hard for me to choose what should I prioritize but I ended up
staying in school.
_____E. On the next day, I saw her inside our room and it seemed that she did
not want to look at me.

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Set B. Combine the sentences in each set into two clear sentences. Add a
transitional word or phrase to the second to show how it relates to the first. Here
is an example.

• Retirement should be the reward for a lifetime of work.

• It is widely viewed as a sort of punishment.  It is a punishment for
growing old.

Sample combination: Retirement should be the reward for a lifetime of work.

Instead, it is widely viewed as a sort of punishment for
growing old.
Now, it’s your turn!

• There are differences in English performance between boys and girls.

• These differences cannot be attributed simply to differences in innate
ability.  If one were to ask the children themselves, they would probably
disagree.

What is It
In arranging the sentences in the first activity, we consider coherence or the
connection of the succeeding sentences to the topic sentence. Meanwhile, in the
second activity, we make use of cohesive or transitional devices to link the first
sentence to the second.

Coherence and cohesion are two basic features that facilitate textual continuity.
Basically, coherence refers to the rhetorical aspects of your writing, which
include developing and supporting your argument (e.g. thesis statement
development), synthesizing and integrating readings, organizing and clarifying
ideas.

Coherence means the connection and organization of ideas in a text to create unity.
To achieve coherence, every good paragraph must have UNITY or oneness of
idea. Sentences in a paragraph are unified and directed by a topic sentence.

On the other hand, cohesion in writing means unifying ideas by binding words,
phrases, sentences and paragraphs, thus, show relationships and smooth “text
flow”.

While coherence focuses on the overall (macro) structure of the essay, cohesion
is more specific. It pays attention to links between words and sentences.

To achieve good cohesion, you need to know how to use cohesive devices,
certain words or phrases that serve the purpose of connecting two statements,
usually by referring back to what you have previously written or said

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Here is a chart of the transitional devices (also called conjunctive adverbs or

adverbial conjunctions) accompanied with a simplified definition of function.

addition again, also, and, and then, equally important, finally, first, further,
furthermore, in addition, in the first place, last, moreover, next,
second, still, too
comparison also, in the same way, likewise, similarly
concession granted, naturally, of course
contrast although, yet, at the same time, but at the same time, despite
that, even so, even though. for all that, however, in contrast, is
spite of, instead, nevertheless, notwithstanding, on the contrary,
on the other hand, otherwise, regardless, still, though
emphasis certainly, indeed, in fact, of course
example/ after all, as an illustration, even, for example, for instance, for
illustration conclusion, indeed, in fact, in other words, in short, it is true,
namely, specifically, that is, to illustrate, thus, truly
summary all in all, altogether, as has been said, finally, in brief, in
conclusion, in other words, in particular, in short, in simpler
terms, in summary, on the whole, that is, therefore, to summarize

What’s More
For items 1-3, combine each pair of sentences by changing one sentence to a
subordinate clause. Use an appropriate subordinating conjunction to link the
ideas.

Sample: I got tired. It was so late.

Answer: I got tired because it was so late.

1. I was studying my lesson. I heard a loud crash in the next room.

2. I pulled the blankets on my bed. I was afraid.
3. I finally got up from where I was sitting. I heard the cat’s meow.

For items 4-5, continue the story by completing the sentences.

4. I went to get a broom so that _________________________________.

5. I did not get very much sleep that night because __________________.

What I Have Learned

Using a Venn diagram, write the similarities and differences between coherence
and cohesion.

coherence cohesion

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What I Can Do
On a draft paper, jot down all your ideas about the word happiness. Decide how
to organize them by observing coherence and cohesion in writing your
paragraph. Then, review the draft and check on your use of cohesive ties before
writing your second drafts.
CRITERIA YOUR TEACHER’S
RATING RATING
Content (5)
Did your story have a beginning, middle and
end?
Completeness (5)
Did you write to the prompt?
Did you write enough?
Was your story complete?
Language (5)
Did you use clear and thoughtful language?
Did you use transitional devices?
Did you use the events as reflected in the
episodes of your life?
Formatting/Organization (5)
Is your story broken up into paragraphs?
TOTAL
Additional Activities
Rewrite the paragraph below by organizing the flow of ideas. Make sure that the
links are made clear between each point.
One of my favorite books is entitled “Me Before You”. It’s written by Jojo
Moyes. It has a movie adaptation that was directed by Thea Sharrock. The movie
adaptation and the written book show similarities and differences. The plot of the
book and the movie are completely the same. The catch in some parts of the book
are not in the movie. The movie adaptation catches the gist of the book’s story.
Regarding emotions, both the book and movie justify the tragic ending of the story.
I was more moved to the movie adaptation. I can clearly see the scene with a good
background, the emotion of the character portrayed by the actors, and I can clearly
hear the dialogues. Both are enjoying but I was more satisfied with the book. It’s
very detailed. The movie can offer you the whole package without the sense of
curiosity. If I were to choose between its published book and movie adaptation, I
would choose the book. Books can be a wild curious journey of the reader or
traveler.

Lesson 3 Language Use

Now that you already know the importance of organization, coherence and
cohesion in creating a well-written text, let’s move on to another significant
factor that a writer should consider – the language use.

In this lesson, you are expected to determine the essence of proper language use
in written texts and, later, to evaluate a written text based on the
appropriateness of language use.

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What’s In
Before we proceed to the role of language use in well-written texts, answer
the following questions first:

• Would it be enough to just consider organization, coherence and cohesion

in writing?
• How would improper use of language affect the message of a written text?
• Why is language as
significant as organization,
coherence and cohesion in
developing a well-written
text?

What’s New
Study the conversation of three
students during the first day of
school.

Identify which is very formal,

formal and informal?

What is It
Writing is a rigorous activity. No matter how good and substantial the content of
a document is, if it’s not carefully written as to how you, as the writer, would like
to present it to your readers, your purpose will not be served wisely. Hence, you
have to bear in mind that aside from considering the organization of your ideas
and the coherence and cohesion of your sentences and paragraphs, you also
have to regard the style, tone and clarity of your writing. On this note, you are
responsible to choose the appropriate language to be used and to regard the
objective of the writing, the context in which it was written and the target
audience in mind.

There are five major issues with appropriate language that should be avoided in
an effective and well-written text, as identified by (Purdue Online Writing Lab
2020):

First, the formality of the language one uses should depend on how formal
the situation is and how the writer and the reader are related to one
another.

Second, jargons or specialized language used by groups of individuals in

the same field, should only be used if the target readers belong to the
same group.

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Third, slangs and idioms should be avoided. Slangs are words, phrases, or
expressions that do not literally mean what they express (like “frenemy”
to describe someone who is both a friend and an enemy) while idioms or
expressions whose meaning is different from the meanings of the
individual word it contains (like “to kill two birds at one stone”, which
means to get two things done with a single action.

Fourth, euphemisms or words that veil the truth shall also be avoided.
Examples of which are “virtually challenged” for someone who is short;
“passed away” instead of died, and other deceitful language.

Fifth, avoid using any biased language including those associated with any
racial, ethnic, group, or gender.

Hence, an effective language can be characterized as:

• Concrete and specific, not vague and abstract

• Concise, not verbose
• Precise and clear, not obscure
• Constructive, not destructive
• Appropriately formal, not slang

What’s More
Clip an article from a magazine, journal or newspaper that is related to
your strand or specialization. Evaluate its language use by answering the
following:
Guide Questions Yes or Evidence/
No? Justification
Is the article appropriately formal?
Are there jargons?
Are there idiomatic expressions?
Are there euphemisms and other deceitful
words?
Is there any bias in language use?
Are the ideas presented in the text concrete and
specific?
Is the article concise?
Are the ideas presented precisely and clearly?

Is there any suggestion you can give to improve the language use in your chosen
article?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What I Have Learned

Complete the sentences below:

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1. A well-written text is/has_________________________________________.

2. Language use should be considered when writing a text because if not,

_________________________________________________________________.

3. As a writer, I will ________________________________________________.

What I Can Do
Now that you already learned the importance of language use in achieving an
effective and well-written text, it’s now time for you to utilize this property in
your writing task.

Supposed that you are an animal enthusiast. Write a letter of appeal addressed
to the local government to take legal action against human activities that
endanger wildlife in your locality. Please be guided by the scoring rubric below.

4 3 2 1
Parts of the One part of the Two parts of the Three or more
business business letter is business letter areparts of the
letter are missing. missing. business letter are
complete. missing.
The argument/s The argument/s The argument/s The argument/s
presented is/are presented is/are presented is/are presented is/are
precise, clear and
precise and clear not precise and not precise and
supported by but not completely unclear but unclear and
facts and details.
supported by facts supported by facts supported by
and details. and details. opinions.
The writer used The writer used The writer used The writer used
constructive, constructive, constructive yet destructive,
unbiased and unbiased language unbiased and unbiased and
formal language. and some informal informal language. informal language.
language used.
The writer did The writer used The writer used The writer used
not use one jargon/slang/ two three or more
jargon/slang/ idiomatic jargons/slang/ jargons/slang/
idiomatic expressions/ idiomatic idiomatic
expression/ euphemisms/other expressions/ expressions/
euphemism/other deceitful language. euphemisms/other euphemisms/other
deceitful deceitful language. deceitful language.
language.
There are no to There are few There are some There are many
grammatical grammatical grammatical grammatical
errors. errors. errors. errors.

Additional Activities
Write a three-paragraph expository essay about one of the given topics below.
Make sure to consider organization, coherence and cohesion, and language use.
Please be guided by the scoring rubric.

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1. How can pets make you happy and improve your life?
2. How to keep a virus – free environment?
3. Why do you want to pursue your desired career?

4 3 2 1
Writing shows Writing is coherent Writing is Writing lacks
high degree of and logically coherent and logical
attention to organized with logically organization. It
logic and transitions used organized. Some shows some
reasoning of between ideas and points remain coherence but
points. Unity paragraphs to misplaced and ideas lack
clearly leads create coherence. stray from the unity.
the reader to Overall unity of topic. Transitions Serious errors.
the conclusion ideas is present. evident but not
and stirs used throughout
thought essay.
regarding the
topic.
The idea/s The idea/s The idea/s The idea/s
presented is/are presented is/are presented is/are presented is/are
precise, clear and precise and clear not precise and not precise and
supported by but not completely unclear but unclear and
facts and details. supported by facts supported by facts supported by
and details. and details. opinions.
The writer used The writer used The writer used The writer used
constructive, constructive, constructive yet destructive,
unbiased and unbiased language unbiased and unbiased and
formal language. and some informal informal language. informal language.
language used.
The writer did The writer used The writer used The writer used
not use one jargon/slang/ two three or more
jargon/slang/ idiomatic jargons/slang/ jargons/slang/
idiomatic expressions/ idiomatic idiomatic
expression/ euphemisms/other expressions/ expressions/
euphemism/other deceitful language. euphemisms/other euphemisms/other
deceitful deceitful language. deceitful language.
language.
There are no to There are few There are some There are many
little grammatical grammatical grammatical grammatical
errors. errors. errors. errors.

Lesson 4 Mechanics
In this lesson, you will utilize your writing prowess through practice skills in
grammar. You are also expected to learn the mechanics in writing such as
spelling, punctuation, capitalization, and paragraphs in explaining a position in
an essay.

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What’s In
Let us recall each of the previously learned properties by classifying the words or
phrases inside the word pool. Write your answers on their respective sheets of
paper
below.

ORGANIZATION COHERENCE & LANGUAGE USE

COHESION

Now, that you have learned how to arrange your ideas, link your sentences and
paragraphs, and use appropriate language, you are now ready to apply
mechanical neatness in your written text. This refers to how you will adhere to
acceptable grammar and other rules in writing.

What’s New
Read the letter below. Identify all errors by placing the correct capitalization and
punctuations, correcting misspelled words, and writing the sentences in
paragraph form.

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23 sitioibaba,
brgy. santisimososario
3
sanpablocitylaguna
2 august 2020
4
ms.kasumiwatanab
gems and jewels inc
e
sta. cruzlaguna

dear miss Salazar

i attended your career planning workshop at the trace collage libraery on 15 december
201
your presentation was just what I needed too organized myself Would it be possible for
8
you
to send me copies of your resume-writing guidelynes the
and the sample Unfortunately you ran out of this handouts before you gotto
worksheet
me
sincerely
menard b bancajr

Were you able to identify and correct the errors? Do you think an employer will
feel bad about receiving such letter from a job applicant or from an employee? Is
it of utmost importance to adhere to proper grammar and apply appropriate text
formatting?

If you answer yes in all of these questions, then you agree that mechanics is
another essential property of a well-written text.
What is
It
Generally, mechanics is essential in all types of writing because it describes the
technical aspects of writing. It also serves as a road sign to guide learners like
you on how to use words appropriately in terms of conventions such as spelling,
punctuation, capitalization, and others.

Consider this example:

I can never forget my class last school year because they were so
active and responsible in class they always worked together well in
doing their assignments performing group and individual tasks
submitting their projects on time keeping the classroom spic and
span.
They are worth remembering for everything that they did inside and
outside the campus they always helped one another they seldom got
themselves in conflict with anyone in the class.

It is apparent that the above example is quite difficult to read because of the lack
of two important conventions: punctuations and capitalization. In addition, you
cannot easily understand the message it sends across its readers. If we put
appropriate punctuations, it could be read in this way:

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My class is worth remembering. They were so active and responsible. They

always worked together well in doing their assignments, performing group and
individual tasks, submitting their projects on time, and keeping the classroom
spic and span.
Everything that they did inside and outside the campus was worth
remembering. They always helped one another. Also, they seldom got
themselves in conflict with anyone in the class.

The second paragraph is easier to read and understand. Through applying proper
mechanics in writing, you can facilitate better transfer of message in your written
text. You will never be lost as long as you keep in mind and follow the basic rules
of subject-verb agreement, capitalization, punctuations, paragraphing, and even
spelling.

What’s More
Add the correct end punctuation to complete each sentence.
1. What is the name given to the 2019 novel corona virus
2. People of all ages can be infected by the new coronavirus-2019-nCoV
3. Take steps to protect yourselves from the virus, like following good
respiratory hygiene.
4. What a terrible and dangerous disease is COVID-19

Write three sentences about COVID-19. Make sure to apply proper mechanics in
writing.
5. Declarative Sentence: ___________________________________________
6. Interrogative Sentence: __________________________________________
7. Imperative Sentence: _______________________________________________
8. Exclamatory Sentence: _________________________________________________

What I Have Learned

Write your insights about the quote from Terry Pratchett:

“Let grammar, punctuation, and spelling into your life! Even the
most energetic and wonderful mess has to be turned into sentences.”

What I Can Do
A famous American writer and orator, Frederick Douglas, once said, “Once you
learn to read, you will be forever free.” Douglas meant that reading gives you the
freedom to explore the world and bring that world into a new dimension of
learning and discovery. Do you mainly agree or disagree with him? What are
some of the effects of reading such as books, newspapers, magazines, and even
e-books on our lives? Are these effects mainly negative, positive, or both?

Explain your position in an essay of five paragraphs. Use specific examples to

support your view. Observe the mechanics in writing and be guided by the
following criteria:

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CRITERIA MY MY
PERSONAL TEACHER’S
RATING EVALUATION
Completeness (5)
Did you write to the prompt?
Did you write enough?
Was your essay complete?
Content (5)
Did your story have a beginning, middle and
end?
Language (5)
Did you use clear and thoughtful language?
Did you use transitional devices?
Did you use specific examples to support
your view?
Formatting/Organization (5)
Is your story broken up into paragraphs?
TOTAL

Additional Activities
Create a short (3-to-5 minute) vlog about the importance of mechanics in written
texts. You may choose to have it uploaded in any social media platform or just
send it via email or private message. Be guided by the following criteria:

CRITERIA YOUR TEACHER’S

SCORE SCORE
Content (5)
Did the vlog include topics on grammar,
capitalization, punctuation, spelling and
paragraphing?
Speech and Grammar (5)
Does the vlogger speak
fluently?
Is there any grammatical error?
Video Quality (5)
Is the video well-recorded and framed?
Is it digitally enhanced and cohesive?
Sound Quality
Is the sound clear and understandable?
Is the volume appropriate?
TOTAL

Assessment
Read carefully each item before choosing the letter of the best answer. Write the
chosen letter on a separate sheet of paper.

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1. It is one of the properties of a well-written text that means being able to

identify the components of an event in order, such as beginning, middle, and
end of a story or the steps in a science experiment.
A. sequencing of events
B. following directions
C. identifying errors
D. organizing ideas

2. It is one of the properties of a well-written text that means being able to

describe the technical aspects of writing which focuses more on the
specificity and clarity for words that you use – spelling, punctuation,
capitalization, etc.
A. mechanics
B. organization
C. language use
D. coherence and cohesion

3. Fill in the blank with the connecting word that best joins the two thoughts.
Walking, running, and jogging give you energy. ___________ any exercise that
speeds up your heart rate is good.
A. Finally
B. In short
C. Therefore
D. In contrast

4. “Let me tell you about my experience when I lost myself in an unexpected

situation.” This line is a part of the ___________ of a narrative.
A. end
B. middle
C. beginning
D. conclusion

5. Coherence applies to
A. sentences
B. whole arguments
C. paragraphs
D. all of the above

6. What is cohesion?

A. Cohesion introduces new ideas in a text.

B. A special type of argument used in writing.
C. Cohesion is a special type of glue that writers use to make ideas stick
together.
D. The way in which an author uses sentence structure to make the text
more understandable to the reader.

7. These are certain words or phrases that serve the purpose of connecting two
statements.
A. Coherence
B. Cohesion

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C. Topic Sentence
D. Cohesive Devices

8. Which of the following sentences shows the correct usage of a transition

signal?
A. Mrs. Vista will accept late homework; however, she will take points off of
the grade.
B. The Grade 11 class finished the test early; indeed, they were allowed to
read quietly before the bell.
C. Since Donna was the last to leave class, she was the first on the bus.
D. No one expected so many people at the evacuation area; furthermore, we
ran out of food.

9. What is the nature of the underlined transition in the given sentence?

“A total lockdown in the entire city was implemented, so several businesses
had stopped operating for a month.”
A. Time
B. Addition
C. Comparison
D. Cause and effect

10. Which of the following sentences has a precise and clear language? A. Killer
sentenced to die for second time in ten years.
B. The movie is a classic example of a horror movie because it incorporates
all the elements of a horror film.
C. He is an interesting individual.
D. The practice of theory of politics are studied in the classroom but political
habits on campus do not seem to benefit from such labor.

11. The following are examples of transitional devices that indicate opposition,
limitation and contradiction except for?
A. On the other hand
B. furthermore
C. On the contrary
D. in spite of

12. What correct end punctuation are you going to use to complete the sentence:
For heaven’s sake Paul, why do you keep on mumbling__
A. period
B. comma
C. exclamation
D. question mark

13. ‘Vertically challenged’ is what example of language feature?

A. jargon
B. slang
C. idiom
D. euphemism

14. Which of the following is referred to as specialized language used by groups

of like-minded individuals?

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A. slang
B. euphemism
C. jargon
D. idiom

15. Which of the following sentences is asking for an information? A. Marsha, are
you joining the class exhibit tour tomorrow?
B. Mr. Pineda, excuse me, are we there yet?
C. Hmmm, I guess, you are not with us, aren’t you?
D. What do you think is the easiest way to get to the train station on time?

Reading and Writing

Skills
Explicit and Implicit Claims in
Written Text
Reading and Writing Skills
Explicit and Implicit Claims in Written Text
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Kristine Y. Zantua, Jayson B. Agarin

Editors: Shiela Niña L. Rea-Santes, Orven Francis G. De Pedro
Reviewers: Cyril E. Sales, Susana J. Sacatrapos, Louie Grace G. Margallo, Laila R. Maloles, Jonathan H. Marquez, Jhonathan
S. Cadavido
Illustrator: Jayson K. Latade
Layout Artists: Victoria P. Gabiano, Mark Joseph O. Torres
Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Elaine T. Balaogan, Ludy N. Pasagui, Doris DJ. Estalilla, Neil G.
Angeles, Elvira B. Catangay, Vincent Emmanuel L. Ilagan, Edna F. Hemedez, Henry P. Contemplacion, Jackie Lou A. Almira

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Weeks

5-8
Department of Education – RegionIV-A CALABARZON

Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800

Telefax: 02-8682-5773/8684-4914/8647-7487

E-mail Address: [email protected]

Lesson 1
As a critical reader, you may encounter texts that exhibit specific claims. Some
can be directly stated while others can be mentioned indirectly. It is important to
know how you can identify them and how you can distinguish the type of claims
a written text has. These are the key concepts and skills you have to learn in this
lesson.
Reading engagement becomes very productive when learners like you have to
be

What I Need to Know

conscious in giving sound reactions about the text. This is a manifestation that
your attachment towards the reading materials becomes intense. Consequently,
you are reaching the stage where critical reading happens. As critical readers,
you can assess texts that exhibit specific claims such as claim of fact, claim of
value, and claim of policy.

This lesson is divided into a variety of activities which you will answer at your own
pace so that you will be able to learn the skills that will enable you to read critically
and react logically.

The lesson is divided into three lessons, namely:

• Lesson 1 – Claim of Fact

• Lesson 2 – Claim of Policy
• Lesson 3 – Claim of Value

After going through this lesson, you are expected to:

1. identify claims explicitly or implicitly made in a written text;
2. determine the key elements of explicit and implicit claims;
3. differentiate claim of fact, claim of policy and claim of value from each
other; and
4. identify claims of fact, policy and value presented in written texts.

What’s In
After learning about the properties of a well-written text, analyzing the stand or
argument of a text would be your next step. Here, you are encouraged to
illustrate a good level of understanding of the written text through verification,

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affirmation, and assertion. This undertaking leads to bits of information covering

a discourse called claims.

What’s New
Examine the pictures below and write one direct and one indirect observation for
each.
Direct Observation Indirect Observation

Claims are synonymous to belief, argument, assertion, or stand. According to

(Tiongson 2016, 20-21), a good claim should be argumentative and debatable,
specific and focused, interesting and engaging, and logical.

These information can be explicit or implicit. An explicit claim is directly and

clearly stated in the text. It is when you can easily point out the information in
the passage. Meanwhile, an implicit claim is indirectly expressed in the text
and you need to look for clues or make inferences to understand its meaning.

There are three types of claims in written texts. One of which is the claim of
fact. Simply, this claim is a statement that reports, describes predicts, make

causal claims, or whether something is a settled fact. What’s More

A. Read the text and write down E if the piece of information is explicit or write
down I if it is implicit.

“Congratulations, Rosie! Your parents must be proud of you.” The teacher

greeted her with delight. It was graduation day and Rosie managed to stand on
stage and delivered her speech in front of her fellow graduates and guests. She
ended her speech
thanking her Alma mater and her parents and said, “Let us trust God’s plan.”
Rosie left the stage with tears in her eyes as the clicking of the medals
could be heard from afar.
As she approached her parents, they kissed her and gave her a big hug and
uttered, “We love you, dear! Your success is our success. We will surely celebrate
at home.

1. The teacher congratulated Rosie.

2. Rosie stood on stage and delivered her speech.
3. Rosie was full of happiness.

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4. Rosie was a hard-working and intelligent student.

5. The parents of Rosie promised to celebrate her success.

B. Put a check mark () if the statement is a claim of fact and put a cross mark
(X) if it is not.
1. The Department of Education shows its readiness on the ‘new normal’ in
the teaching and learning process.
2. Curfew must be enforced by parents to their children.
3. Vaping can have same side effects as smoking.
4. The closing of Philippine borders to tourists is one way to slow down the
spread of COVID-19.
5. Doing videos in TikTok is more exciting than vlogging.
6. Research says that people can reduce stress by taking a nap.
7. It is more beneficial for a child to grow up speaking more than one
language than knowing only his or her mother tongue.
8. National ID system should now be implemented in the Philippines.
9. Neil Armstrong made a history as the first man to walk on the moon.
10.Watching K-Drama is the best form of entertainment. What I
Have Learned
On a separate sheet, copy and complete the table below by listing the needed
information.
3 THREE new things that you have learned today.

2 TWO things that you will work on for improvement.

ONE thing that you should review before moving on to the next lesson.
1

What I Can Do
On a separate sheet of paper, write a 150-word paragraph on a topic about
“Social Media: Benefits and Drawbacks”. In this essay, you are REQUIRED to use
claims such as claim of fact which you learned from the lesson. INDICATE the
claim(s)you used and write it at the bottommost part of your paper.You are free
to encode and print it on a bond paper. A rubric is attached for your reference on
checking the essay. The highest point that you can get for each criterion
is five (5). Otherwise, if the description for each criterion is not met,
you will get four (4) points. This writing activity will have a total score
of 20.
RUBRIC FOR ESSAY

CRITERIA Highest SCORE

Possible
Score
Use of Claims 5
Did you use 5 or more arguable claims?
Content 5
Does your paragraph show focus on the central idea?
Did you provide evidences to support your claim?

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Structure 5
Did your paragraph show smooth and logical transition?
Is it organized with a good flow of thought?
Conventions 5
Does your paragraph show little or no errors in sentence
structure, spelling, capitalization, and punctuation?
Did you use formal vocabulary with appropriate tone?
TOTAL 20

Lesson 2 Claim of Policy

In this lesson, you are expected to learn how to determine another type of claim
in a written text. Claim is described as a debatable set of words or a concept
that allows the source to influence the receiver for acceptance. It is equated to
an opinion, idea, or assertion.

What’s In
Claim has been associated with words such as belief, argument, assertion or
stand. It can be classified according to method and nature. Explicit claim and
implicit claim are types of claim based on method. On the other hand, claim of
fact, claim of policy and claim of value are types of claim based on nature.

In the last module, you have learned that claim of fact is an argument that is
based on reality, it considers time (past, present, and future). Now, we’re
moving on to the claim of policy.

What’s New
Loop a word from the table which you think is the most significant one. Be able to
relate it to the main concept of this lesson.

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What is It
Claim of policy is the argument where actions should be carried out. Basically, it
is perceived as a relatively direct statement. This claim can also be called claim
of solution because it suggests and supports policies and solutions, and the
action to be taken is based on the results. You will know if a statement is a claim
of policy if there is an action to be done or a solution to be taken. What’s
More
Analyze each statement below. Then answer the guide questions on a separate
sheet.
1. Gender equality should be supported by every Filipino.
Is there an action to be done?
If yes, what is that action?
What type of claim is this?
2. The pandemic which the world is experiencing takes away lives;
thus, Filipinos are ought to stay at home.

Is there an action to be done?

If yes, what is that action?
What type of claim is this?
3. The Bayanihan to Heal as One Act is implemented to fight COVID 19
crisis and therefore should be obeyed.

Is there an action to be done?

If yes, what is that action?
What type of claim is this?

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4. Spreading fake news in the midst of pandemic will not help at all;
hence, by all means it should be stopped.

Is there an action to be done?

If yes, what is that action?
What type of claim is this?
5. Frontliners save lives while sacrificing their own; discrimination of
these people should not be tolerated.

Is there an action to be done?

If yes, what is that action?
What type of claim is this?

What I Have
Learned
Complete the sentence by writing down the letter of the correct word.

A. Should E. discipline
B. Result F. problem
C. Intervention G. action
D. Comparison H. love

1. Claim of policy is also called claim of solution because it proposes

____________ to solve the existing problem.
2. ______________ is the main element of claim of policy.
3. The suggested action is based on the identified ______________.
4. “Ought”, “must”, and _____________ can be directly or indirectly stated in
the claim.
5. In claim of policy, one can notice the possible solution because there is an
existing __________________.
What I Can
Do
Pretend that you are one of the officers of the Supreme Student Government
(SSG) in your school and you are tasked to write a report about your school. The
report should contain three current problems or concerns experienced by
students like you. So, a possible solution for each problem should also be
proposed. Merge your identified problems and solutions to produce three claims
of policy. Be guided by the rubric that follows.
Points Descriptions

฀ All important details are complete.

฀ Writing shows high degree of attention to logical content.
3
฀ No mechanical errors.

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฀ Some important details are missing.

฀ Writing shows less degree of attention to logical content.
2
฀ Few mechanical errors.

฀ Many details are missing.

฀ Writing shows no degree of attention to logical content.
1
฀ Many mechanical errors.

Additional Activities
On a separate sheet, write ‘CP’ if the given statement is a claim of policy and
‘NCP’ if not.
1. Anti-Text Scam Bill should be passed as law to protect the people.
2. Euthanasia also known as mercy killing is against the Law of God.
3. We should not support nor do Euthanasia or mercy killing in the Philippines
because it is still an act of killing.
4. Abortion should not be legalized in the Philippines because every child is a
gift.
5. Every child has the right to be born whether he/she is made out of love or
anything
Lesson 3 Claim of Value
else. Doing abortion is doing a criminal act.
In this lesson, you are going to learn more about another type of claim –
something that allows the readers to decide what should or should not be valued.
It is beyond facts and beyond policies but surely appeals to your emotions and
justifications. Later in this lesson, you are expected to be able to identify
different types of claims from a written text.

What’s In
Previously, you have learned that claim of policy is an argument that offers
solutions based on the identified problems. Action is its main core; thus, its end
result is when a certain action has been taken or implemented. However, other
than taking actions, making justification is also as important. So, this will be the
focus of this lesson. On a separate sheet, write the answer to the riddle to reveal
the mystery word.
You caught me first at home but over the years, you formed me in school.

Claim of value is an argument based on morality, belief, ethics, or philosophy. It

is influentially stated by combining limited facts and proving them as either good
or bad by targeting the reader’s emotion.

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It is also called claim of judgment because the reader has to decide whether the
argument or proposition is right or wrong or has to be accepted or rejected. In
other words, this type of claim is more appealing to the reader’s subjectivity. If
the argument challenges the decision making or judgment leading to acceptance
or rejection of the reader, then it is considered to be a claim of value.

What’s More
Answer the three questions relative to the listed issues. Write your answers on a
separate sheet.

A. Does it appeal to your judgment?

B. Is it right or wrong?
C. What type of claim is this?
1. Bullying will never be right.
2. Security is more important than privacy.
3. In the midst of pandemic, restriction is much better than individual freedom.
4. Fake news is not worthy of our attention.
5. Discriminating our front liners who save our lives does not make sense.
What I Have
Learned
Write the letter of the word which completes the statement. Use a separate
sheet.

A. result E. action
B. evaluation F. judgment
C. emotion G. problem
D. bad H. ethics
1. Claim of value appeals to __________.

2. Words like good or __________ allow us to recognize claim of value.

3. Claim of value is also called __________ because it persuades the readers to
decide whether to value or not an argument.

4. Morality, philosophy, belief, or __________ are references of claim of value.

5. Acceptance and rejection must be done with claim of value after the argument
undergoes thorough comparison and __________.
What I Can
Do
On a separate sheet, write an acrostic poem about the essence of claim of value.

V-_______________________________________________________________________.

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A-_______________________________________________________________________.

L-_______________________________________________________________________.

U-_______________________________________________________________________.

E-_______________________________________________________________________.

Be guided by the rubric below.

Points Descriptions

5 o The acrostic shows a highest degree of content

o congruency. It reveals a highest degree of critical thinking.

4 o The acrostic shows a higher degree of content

o congruency. It reveals a higher degree of critical thinking.

3 o The acrostic shows a high content congruency.

o It reveals a high degree of critical thinking

2 o The acrostic shows less content congruency.

o It reveals less degree of critical thinking.

1 o The acrostic does not display content congruency at all

o It reveals no degree of critical thinking.

Additional Activities
On a separate sheet write ‘CV’ if the statement is a claim of policy and write ‘NCV’
if not.
_____ 1. Mercy killing is objectionable because it is still an act of killing.
_____ 2. Self-restriction during the pandemic is better than individual freedom.
_____ 3. Discrimination has no place in a good society because it weakens its
moral fiber.
_____ 4. Hallucination is the side effect of using marijuana.
_____ 5. According to studies, smoking causes lung cancer.

Assessment
Write the letter of the best answer on a separate sheet.
1. The following are characteristics of a good claim EXCEPT
a. argumentative and debatable
b. specific and focused
c. interesting and engaging

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d. fun and entertaining

2. Coronavirus is now classified as a pandemic. What type of claim is this?
a. claim of judgment
b. claim of policy
c. claim of value
d. claim of fact

3. Jeremiah is happy because he gets good grades. Which question from the
list below is explicit?
a. Who is Jeremiah?
b. Where is Jeremiah?
c. What did Jeremiah feel after seeing his grades?
d. What did Jeremiah do to be able to get a good grade?
4. Tears came out of Rhianne’s eyes when her teacher announced the honor
students. Which question from the list below is implicit?
a. What was announced?
b. Who announced the honor students?
c. What was the name of the girl who cried?
d. Why did Rhianne cry?
5. What specific claim asserts some empirical (experience/ observation-
based) truth?
a. claim of fact
b. claim of value
c. claim of policy
d. claim of judgment
6. Which of the following statements is an example of a claim?
a. Ruiz believes that change has come.
b. Filipinos need to exercise their right to vote.
c. Annie thinks that we should have a universal health care.
d. All of the above
7. Which of the following types of claim leads to action?
a. claim of judgment
b. claim of policy
c. claim of value
d. claim of fact
8. Which among the claims is claim of policy?
a. Severe acute respiratory syndrome coronavirus 2 is the reason
behind the existence of a respiratory ailment called coronavirus
disease 2019(COVID-19).
b. With what is happening in the world now, we should spend more on
research.
c. Coronavirus disease is now considered to be a pandemic.
d. Coronavirus disease was first discovered in China.
9. All characteristics are true about claim of fact EXCEPT
a. Something that can be proven or disproven with facts
b. Argues about the definition of something
c. Argues for or against a solution or policy
d. Argues whether something is a settled fact
10. Which of the following question is intended for claim of policy?

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a. What action can be taken?

b. Is it right or wrong?
c. Is it true or untrue?
d. Is it a yes or no?
11. This question is intended for claim of value.
a. What action can be taken?
b. Is it right or wrong?
c. Is it true or untrue?
d. Is it a yes or no?
12. Giving vaccines to children without sufficient scientific studies is wrong.
What specific claim is the given statement?
a. claim of value
b. claim of policy
c. claim of cause
d. claim of fact
13. Which among the claims is a claim of value?
a. Marijuana pertains to major parts taken from the Cannabis sativa or
Cannabis indica plant such as seeds, dried leaves, flowers, stems,
and seeds.
b. Marijuana has adverse effect if it will be used for recreational
purposes.
c. Marijuana should be legalized for medical purposes.
d. Marijuana can be used to treat insomnia.
14. Which is not the reference of claim of value?
a. philosophy
b. fiction
c. ethics
d. belief
15. In claim of policy, which modal verb should not be used? a. have
to
b. should
c. must
d. could

Answer Key
Module 1

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in chronological 5
order a 4
.
I entered the class and Jasper offered me
story 3
.
a seat. At First , Then, After a year, In 2
.
Masayahin Seniorthe
High,
endduring his first class in 1
.
Grade 11. Lesson 1: What's .
More

best tourist spots, can witness the beauty. of– 2

type of volcano, exact location,
nature –
Subjective 1
approximate size Lesson 2:Objectiv
What's .
More

By explanation of use or
Sentence
Sentence 8,
7 functionBy stating
Sentence 4, Sentence
Sentence8-9,
3 By
characteristics
Sentence
Sentence 10 Method example
/s Lesson 3: What’s
used
more

Transitional
For instance, such as, lastly, to be specific,
like, and e.
Expressions:
. a. industrial
rtilizerwastes b. sewage c. waste3waters d.
pesticides
chemical s fe c. other hazardous air
. a. toxic gases b.pollutants
solid and liquid particles
2 or
. a. garbage b. pesticides c. heavy
aerosols 1 metals
d.chemicals
other Example of Hazardous
substances: . Water3
. Air2
. Land1
Classificatio
Humans are often harmed by Topic n:
pollution LessonSentence:
4: What's
New

. x5
.✓4
. .✓3
C 13. B 14. A 15. B 12 . B 11
. G.✓2 7. H 8. A 9. A 10. A 6
.. x1
E 2. B 3. A 4. C 5. F 1
Lesson 6: What's Assessme
More nt

Module 2

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business
rmony is saved from bankruptcy and they all live in ha
and love.
all four siblings, theWith the financial assistance of Bryan, the richest among
family’s
2 e.
END
5 d.
3 c.
grant their
. father’s dying wish
1 b.
Despite
ey decided to stay in one roof toall the struggles that beset his four children, th
4 a.
MIDDLE
II.

cancer. answer varies 5.

nifacio family is diagnosed withThe
a lung
story starts when Manuel, the patriarch of the Bo answer varies 4.
BEGINNING after 3.
because 2.
when 1.
What's More I.
What's More
Lesson 1 Lesson 2

D 15.
C 14.
D 13.
D 12.
Eagle 8. C 11.
B 10.
Dugong 7.
For nos. 4-8, answers vary. D 9.
Tarsier 6. A 8.
Tamaraws 5. D 7.
Flying Lemur 4. C 6.
Crocodile 3. ! 4. C 5.
Hornbill . 3. C 4.
Visayan Wrinkled 2. . 2. C 3.
? 1. A 2.
Cockatoo 1.
A 1.
What's New What's More
Lesson 3 Lesson 4 Assessment

Module 3

C. claim of policy
B. should not be tolerated
X 10. A. Yes
 9. . 5
X 8. C. claim of policy
X 7. B. Should be stopped
 6. A. Yes
C. Claim of value
X 5. . 4 B. Right D 15.
 4. . A. Yes 5 B 14.
 3. C. claim of policy
B. Should be obeyed C. claim of value B 13.
X 2. B. Right A 12.
 1. A. Yes
3. A. Yes . 4 B 11.
B. C. claim of value A 10.
C. claim of policy B. Right C 9.
Explicit 5. B. Stay at home A. Yes 3. B 8.
A. Yes C. claim of value B 7.
Implicit 4.
. 2B. Answer may vary D 6.
Implicit 3.
C. claim of policy A. Yes 2. A 5.
Explicit 2. C. claim of value
B. should be supported D 4.
Explicit 1. B. Right C 3.
A. Yes
A. 1. A. Yes 1 D 2.
What's More What's More What's More D 1.
Lesson 1 Lesson 2 Lesson 3 Assessment

References
Module 1
Books

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Emmanuel Tatah Mentan, English Essay Writing Handbook Bloomington, IN:

AuthorHouse, 2019.

Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and

Writing Skills Quezon City: Rex Publishing Inc., 2016.

Plata, Sterling M. et.al. New Literacies: Critical Reading, Writing, and Viewing.
Laguna: Trailblazer Pub, 2013

Rebecca D. Espina and Felicidad P.Espina, Technical writing for Filipino students,
Quezon City: Katha Pub, 1995.

Journal

Betzalel, Avitzur et al., “Criterion for the Prevention of Core Fracture during
Extrusion of Bimetal Rods,” Journal of Engineering for Industry, 1983.

Online Sources
Ahon Writing Workshop, Problem-Solution Essay, Accessed May 22, 2020
http://www.phschool.com/atschool/ahon09/pdfs/AHON_WW_unit_2.pdf

Argumentative Essays," Purdue University, accessed May 22, 2020,

https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writin
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Argumentative Essay,Literary Devices, accessed May 22, 2020,

https://literarydevices.net/argumentative-essay/.
Christine Sarikas, "3 Strong Argumentative Essay Examples, Analyzed"
SAT
/ ACT Prep Online Guides and Tips, Jun 13, 2019 6:00:00 PM,
https://blog.prepscholar.com/argumentative-essay-example.
Cambridge Assessment English, “Writing a problem-solution essay,” Copyright
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"Come on… Convince Me: Your Guide to Writing a Persuasive Text", 3P

Learning, accessed May 22, 2020,
https://www.3plearning.com/blog/persuasivewriting/.

“Compare and Contrast Essay Writing Guide.” Accessed May 20, 2020
https://www.essaytigers.com/how-write-compare-and-contrast-essay

D. Ramirez, Problem/Solution Essay,MicrosoftWordHandbook_ProbSolnEssay.doc,

February 15, 2011,
http://spot.pcc.edu/~dramirez/262Writing8/Handouts/Handbook_ProbSol
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Harraju, Vinayad. “Rubrics for Paragraph Writing”.Forum for English Language

Teachers-FELT. Accessed May 21, 2020.
http://feltap.blogspot.com/2015/03/teaching-paragraph-writing-
usingrubrics.html#.Xsca2MARW.

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Helpful tips for writing a successful persuasive essay, Scribendi, last modified
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https://www.scribendi.com/advice/how_to_write_a_persuasive_essay.en.ht
ml.

Jenn, Kepka. Oregon Writes Open Writing Text. 2015, accessed May 21, 2020,
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contrast/

Student Sample: Cause-and-Effect Essay, Lumen Learning, accessed May 22,

2020,https://courses.lumenlearning.com/sunyenglishcomp1v2/chapter/st
udent-sample-cause-and-effect-essay/.

Tips and Tools: Comparing and Contrasting. Accessed May 21, 2020.
https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/

Williams, Madalyn. Comparing the Block Method and Point by Point Method.
February 21, 2017. Accessed May 20, 2020.
https://prezi.com/hdigz1iuziht/comparing-the-block-method-and-thepoint-
by-point-method/

Writing a Compare Contrast Paper. Accessed May 21, 2020.

http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/
compare_contrast.html

Writing for Success. Saylor Academy:2012. Accessed May 20, 2020,

https://saylordotorg.github.io/text_writing-for success/s14-07-
comparisonand-contrast
Module 2
Books

Filomena D. Dayagbil, Ethel L. Abao, and Remedios C. Bacus. Critical Reading

and Writing for the Senior High School Quezon City: Lorimar Publishing,
Inc., 2016, 63-64.

Ostrom John and William Cook, Paragraph Writing Simplified New York: Random
House Inc, 1994, 108-110.

Electronic References

“Appropriate Language: Overview,” Purdue Online Writing Lab, accessed May 21,
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priate_language/index.html.

Becette, Natalia. Coherence and Cohesion Activity

Sheets.https://busyteacher.org/19266-coherence-and-cohesion-activity-
sheet.html

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“Cohesion and Coherence Exercises,” Humanities Writing Centre (HWC),

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"Effective Technical Writing: The Informative Age," accessed May 22, 2020,
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nical+Writing:
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“Effective Use of Language.” Effective Use of Language, accessed May 21, 2020,
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“Movie Review Seven Sunday,” accessed September 15, 2018,

https://www.lionheartv.net/2017/10/movie-review-seven-sundays-hitsright-
heart/.

“Paragraph Writing Simplified," accessed May 19, 2020,

https://books.google.com.ph/books/about/Paragraph_Writing_Simplified.ht
ml?id

“Pena: Endangered Animals,” SunStar Philippines, accessed May 21, 2020, Pena:
Endangered Animals-SUNSTAR.sunstar.com.ph/article/11223
Module 3
Books

Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and

Writing Skills Manila: Rex Book Store Inc., 2016, 20-21.

Electronic Sources

“Claims of Policy or Solutions,” Colorado State University, accessed May 21, 2020,
https://writing.colostate.edu/guides/page.cfm?pageid=1088&guided=54 .

Robertson, Eric. “Claims of Fact, Value, and Policy.”June 15, 2018. YouTube video,
16:01. https://www.youtube.com/watch?v=KJW1WQxddPQ

“Severe Acute Respiratory Syndrome Coronavirus 2,” Wikipedia, last modified May
28, 2020, https://en https://en.wikipedia.org/wiki/Severe_
_acute_respiratory_syndrome_coronavirus_2

“Unit 4: Common Arguments,” Writing Arguments, last modified August 25,

2013,https://www.writingarguments.com/claims-of-policy.html.

“What is Marijuana?,” National Institute on Drug Abuse, accessed May 21, 2020,
https://www.drugabuse.gov/publications/drugfacts/marijuana.

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