Text as Connected

Discourse
Text- is generally considered as written
material, especially longer pieces pf
writing as in a book, a letter or a
newspaper.

Discourse- is generally regarded as

spoken.
Jorgensen and Phillips put forth the
qualities of a text as:
 Cohesion. The parts are connected.
 Coherence. The overall text has meaning.
 Intentionality. The writer’s attitude and purpose can be
discerned.
 Acceptability. The text is recognized.
 Informativity. There is quantity of new or expected info.
 Situationality. The text’s topic is situationally and
culturally appropriate.
 Intertextuality. The text can be linked to preceeding
discourse.
Written text is also described as written
discourse, especially when a simple
analysis of it reveals that it is connected
discourse, e.g. it uses cohesive devices,
connectives, conjunctions and
repetitions.
Written text acquires the characteristics of
connected discourse when:
1. Ideas are linked logically.
Tips:
a. Begin a logical division paragraph with a topic sentence.
b. In the supporting sentences, discuss each point one after
another.
c. Introduce each new point with a signal word or phrase.
d. In addition, support each point with a convincing detail such as
an example or a statistic (numbers, amounts, percentages, etc.
e. Finally, end a logical division paragraph with a concluding
sentence.
Connectives for listing arguments
Firstly This can be used for the first supporting
argument.
Secondly, These can be used for any further
Furthermore, supporting arguments (except, of course,
Moreover, In for “Secondly” which can only be used for
addition the second.
Finally This can be used for the last supporting
argument.
Note: this is not a “concluding connective
and also you can use “Furthermore,”
Moreover,” or “In addition” for the last
argument if you wish.
Concluding connectives
In conclusion These all carry roughly the same meaning.
They should be used to indicate that you
In summary are making final statements that cover all
the supporting arguments in a very
Thus general way.
In fact/Indeed
These two connectives have almost the same meaning and
both can be used in the following situations:

1. To connect a more detailed statement with a preceding

general statement.
Example: Today is very warm. In fact (or Indeed) it is 35
degrees Celsius.
In fact/Indeed
These two connectives have almost the same meaning and
both can be used in the following situations:

2. To connect a statement which is more factual and exact

with a preceding statement that is more debatable and
general.
Example: The internet is very popular in Australia. Indeed
(or In fact), Australia has the highest proportion of Internet
users per head of population of any country in the world.
 COHERENCE:
Transition Between
Ideas
 Lesson
Objectives
 Identify the most common connectives
and conjunctions.

Use these properly in writing coherent

paragraphs.
13 Purposes in

Using Connecting

Words For a Variety of

Writing
1. To add to a statement or
viewpoint Example:

Equally important, finally,

further, but also, in fact,
another way to, besides, in
general, more specifically, no
matter what and so on .......
2. To show similarity
Examples:

Similarly, likewise, in the

same way, such as, in
other words, at the same
time , for the same reason
and so on......
3. To contrast
Example:

However, nevertheless, rather,

but, yet, on the other hand,
meanwhile, otherwise, in
contrast, nonetheless, regardless,
in any case, even, despite this,
and so on.
4. To express an
alternative
Example:

Or, either ... Or, whether ...

Or, conversely, this can be
relevant in at least two, First ...
Second, or firstly ... Secondly
( using “ly” is grammatically
correct).
5. To make a
concession
Example:

Granted, naturally, of course.

6. To place statement in a particula
context
Example:

In this connection, from this

perspective, from this viewpoint,
this point of view, from this
standpoint, so conceptually, one
could argue and so on ...
7. To place a statement in
a timely fashion
Example:

Previously, before this,

begin with, ultimately, while,
meanwhile, furthermore,
sometimes, summing up,
soon, sometimes, when,
now, once and etc.
8. To show cause and
effect Example:

As a result, consequently,
as a consequence, hence,
due to, in view of, therefore,
thus, moreover, that is why,
and so on ...
9. To prove a point
Example:

Because, evidently, in fact,

considering, in view of, insofar as,
increasingly, more importantly, even
though, particularly, above all, by far,
even if, and so on ...
10. To give an example of an
earlier point of view

For instance, in this case, to

illustrate, as an illustration, to take
another example, namely, that is, as
shown by, as expressed by, and so
on....
11. To repeat, insist on or
refer back to an earlier point of
view.
Example:

As previously mentioned, as i
have said, in brief, as i have
noted, as been noted and so on
.....
12. To emphasize when
adding a c o nd i t io na l
s t a te me n t
Indeed, obviously,
apparently, accordingly,
without a doubt, certainly, in
accordance, according to,
otherwise, as far as and so
on....
13. To conclude a paragraph or
an essay

a Thus, lastly, in brief, in short, on

the whole, to sum up, to conclude, in
conclusion, as i have shown, as i
have said, in summary, to summarise,
ultimately.
 OBJECTIVES:
• Distinguish between and among techniques in selecting and
organizing information,
• Justify the choice of a certain technique to make a cohesive
presentation,
• Describe the brainstorming process,
• Illustrate the different types of graphic organizer,
• Explain the difference between a topic and a sentence outline,
• Make a cohesive presentation with different graphic organizers,
using data from survey.
 BRAINSTORMING

• It isa process of generating creative ideas and

solution through
intensive and freewheeling group discussion.
• Ralph Keeney, an emeritus professor at
Dukes Fuqua School of Business and
consultant to multinational companies
and government organizations, said
almost everybody does brainstorming
wrong.
4 BASIC STEPS IN BRAINSTORMING
By: Ralph Keeney
LAY OUT THE IDENTIFY
OBJECTIVES
THE OF
YOU WANT TO
PROBLEM
POSSIBLE
A
SOLVE
SOLUTION

TRY TO WHEN ALL ARE

GENERATE CLEAR,
WORK AS A
GROUP.
 1. LAY OUT THE PROBLEM YOU
WANT TO SOLVE.

• According to Keeney, when dealing with a problem, students

should keep on pushing until they come up with at least 5
alternatives, and then, considering all of those, “identify your
objectives for your study, evaluate the alternatives and select the
best”.
2. IDENTIFY THE OBJECTIVES OF
A POSSIBLE SOLUTION.
• Knowing the goals will help making
solutions easier.
3. TRY TO GENERATE SOLUTIONS
INDIVIDUALLY.

• Coming into a group brainstorming with potential solutions

reduces the risk that participants will get bogged down on one
objective.
• This will avoid an “anchor”.
4. WHEN YOUR PROBLEMS,
OBJECTIVES AND PERSONAL
SOLUTIONS ARE CLEAR, WORK AS A
GROUP.
CLOCK DIARGRAM
DECISION MAKING DIAGRAM
KWHL CHART
Y-CHART
CYCLE DIAGRAM
FISHBONE DIAGRAM
FRAYER MODEL
STAR DIAGRAM
CHAIN DIAGRAM
TOPIC OUTLINE
• Arranges your ideas hierarchically, in the sequence you want, and show
what you will talk about.
Several aspects must be considered in writing a topic outline.
• Recall that all headings and subheadings must be words or phrases, not
sentences.
• Also, the wording within each division must be parallel.
• Finally, as in any outline, remember that a division or subdivision cannot be
divided into one part; therefore, if there is an "A" there must be a "B," and if
there is a "1" there must be a "2."
SENTENCE OUTLINE
• Similarly does what a topic outline does; plus, it shows exactly what you will
say about each mini-topic.
Several aspects must be considered in writing a sentence outline.
• If you have chosen to write a sentence outline, all headings and sub-
headings must be in sentence form.
• As in any outline, remember that a division or subdivision can not be divided into
one part; therefore, if there is an "A" there must be a "B," and if there is a "1"
there must be a "2."
 UNIT 2 LESSON 1

IDENTIFYING
ASSUMPTION,
ARGU M E
P ag e

N T AND
26 -29
1.ASSUMPTION 2. ARGUMENT 3.EVIDENCE
Is a statement Is a reasons offered Refers to
O
accepted or for or against E
data the on
supposed as something. This term judgment which
N
true without refers to discussion or
conclusion might
proof or in which there is be based or by
demonstration; disagreement and which proof
an suggests the use of or probability
unstated premise logic and might be
or belief. bringing the forth established.
facts to of support
refute a point. of
 Example:
Most of us would agree that educated people should not indulge in
name-calling and stereotyping in their speaking and writing. To do so
is an essential mark irrational prejudice. Nevertheless, such speaking
and writing are protected by the Philippine Constitution, which
prohibits anyone from abridging freedom of expression. Today, many
colleges and universities in a well-meaning attempt to shield
particular groups from unwelcome or insensitive words, re subverting
this prohibition. A former Supreme Court justice noted for his liberal
views, he’s stated, “If there is a bedrock principle underlying the
clause in the constitution is that the government may not prohibit the
expression of n idea simply because society finds the ide offensive or
disagreeable.”
 ARGUMENT : The Philippine Constitution prohibits anyone
from abridging freedom of expression.

EVIDENCE : If there is a
ASSUMPTIONS :
bedrock principle
1. Educated people do not indulge in
underlying the clause in the
name-calling and stereotyping.
constitution is that the
2. Name-calling and stereotyping re
government may not
mark of irrational prejudice.
prohibit the expression of n
3. It means you o not know how
idea simply because
to do homework yourself.
society finds the ide
4. Not doing homework means not
offensive or disagreeable.
being able to discipline
yourself.
 PROCEDURES WHEN READING AN
ARGUMENTATIVE TEXTS
1. IDENTIFY THE
ARGUMENTS.
2. ANALYZE AND CRITICIZE THE ARGUMENT.
3. ASSES THE
EVIDENCE.
4. WHAT ARE THE CONCLUSION, AND ARE THEY SUPPORTED
BY THE EVIDENCE?
5. WHAT ARE THE
ALTERNTIVES?
 3 PARTS OF TYPICAL ARGUM
CONCLUSION

What the authors

wants you to believe
PREMIS by the end of the ASSUMPTION
E argument.
THE STARTING POINT The unstated
OF DEDUCTIONS, link
OFTEN between
, AGREEMENT TO premise and
THIS ASSUMED.
 CLAIMS IN
WRITTEN TEXT
• Claims necessitate the use of language and logic in presenting the veracity of statements,
propositions, and arguments.
• Claims in texts are significant in supporting propositions/arguments.
TYPES OF CLAIMS
CLAIMS OF
FACT
• are inferences made based on data, documents, and scientific observation result or
research.
EXAMPLE:
“Although it has been largely forgotten, the flu epidemic of 1918-1919 was one of the
most
devastating epidemics of all time.”
CLAIMS OF VALUE

•Are value judgment made based on morals, standards, and

norms. EXAMPLE:
“It is immoral to participate in voluntary
suicide.” “ The hunting of animals is barbaric
practice.”
CLAIMS OF
POLICY
• are specific and measurable actions that need to be done
in order to address issues or concerns presented in an
argument or proposition.
Examples:
Congress should reduce the drinking age to 18.
CLAIMS OF CAUSE AND
EFFECT
argue that persons, things and circumstances could produce a result.
EXAMPLE:
• "It's a matter of common sense that people deserve to be treated equally. The Constitution calls it
'self- evident.' Why, then, should I have been denied a seat because of my disability?
• The moon has gravitational pull, consequently the oceans have tides.
• Since school was canceled, we went to the mall.
IMPORTANT TERMINOLOGIES IN THE STUDY OF CLAIMS.

• Fact
• Opinion
• Argument
• Persuasion
• Debatable Claim
• Evidence
• Credible source
GUIDELINES

• The thesis statement or the claim must debatable.

• The thesis statement or claim must be narrow.
• It must have a credible source.
• Resources must properly cited.
LOGOS

• Or logical appeal is focused on the message content transmitted.

Example:
• "The data is perfectly clear: this investment has consistently turned a profit year-over-year,
even in
spite of market declines in other areas."
• "Ladies and gentlemen of the jury: we have not only the fingerprints, the lack of an alibi,
a clear motive, and an expressed desire to commit the robbery… We also have video of
the suspect breaking in. The case could not be more open and shut."
PATHOS

• Or emotional appeal is focused on the audience’s reception of the message transmitted.

Example:
"If we don't move soon, we're all going to die! Can't you see how dangerous it would be to
stay?"
"I'm not just invested in this community - I love every building, every business, every hard-
working member of this town."
ETHOS

• Or ethical appeal is focused on the readers’ perception on the credibility and reputation of the
writer.
Example:
• "As a doctor, I am qualified to tell you that this course of treatment will likely
generate the
best results."
•"My three decades of experience in public service, my tireless commitment to the people of
this community, and my willingness to reach across the aisle and cooperate with the opposition,
make me the ideal candidate for your mayor.”
FOLLOWING STEPS IN PREPARATION FOR YOUR
WRITING

• Be attentive
• Check the facts
• Be keen in language use
• Do cross referencing