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Rws Lesson 5 Properties of a Well Written Text Unity and Language Use

The document outlines the essential properties of a well-written text, including organization, coherence, cohesion, unity, language use, and mechanics. It emphasizes the importance of clear, concise language and proper punctuation to enhance clarity and effectiveness in writing. Additionally, it provides guidelines for maintaining unity and coherence in paragraphs, as well as the correct use of various punctuation marks.

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ambionred109319
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5 views

Rws Lesson 5 Properties of a Well Written Text Unity and Language Use

The document outlines the essential properties of a well-written text, including organization, coherence, cohesion, unity, language use, and mechanics. It emphasizes the importance of clear, concise language and proper punctuation to enhance clarity and effectiveness in writing. Additionally, it provides guidelines for maintaining unity and coherence in paragraphs, as well as the correct use of various punctuation marks.

Uploaded by

ambionred109319
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Organization is about

the arrangement of:


Ideas, Incident, Details,
Evidence, Order
Coherence is the connection
the ideas in the concept
level: Is the first topic
related to the next? Is this
sentence connected to the
topic sentence?
Cohesion is the connection of
ideas in the sentence level:
Did it use pronouns properly?
Did it use transitions? Did it
do repetition of the subject
matter?
Unity is oneness of ideas
all pertaining to the theme
or the topic sentence.
Things to check: Lead Topic
Sentence Thesis Statement
PROPERTIES OF A WELL-
WRITTEN TEXT
READING AND WRITING SKILLS
LESSON 5

C. UNITY
UNITY
- Is achieved when a
composition is focused on one
idea.
- All supporting ideas are
relevant to the main thought.
- Without this, a text will be
Example

"Climate change is one of the most


pressing global issues today. Rising
temperatures have led to extreme
weather patterns, affecting agriculture
and endangering ecosystems. For
instance, prolonged droughts in some
regions and flooding in others
PROPERTIES OF A WELL-
WRITTEN TEXT
READING AND WRITING SKILLS
LESSON 5

D. LANGUAGE
LANGUAGE USE
- Is one of the clearest indicators of a
well-written text.
- It enables writers to effectively
communicate ideas without confusing
the reader.
- An effective language is: Specific,
Concise, Familiar, Correct, and
LEVELS OF LANGUAGE USE

1.INFORMAL/PERSONAL
○ slang, local expressions,
text messaging
Ex: Hey, Yow, Sup, OTW,
BRB
LEVELS OF LANGUAGE USE
2. STANDARD/ACADEMIC
○ Widely accepted words and
phrases found in books,
magazines, and newspapers
Ex: Note to a professor:
I missed last night’s class and
will e-mail my paper later.
LEVELS OF LANGUAGE USE
3. BUSINESS/TECHNICAL
○ scientific terms, jargons and
special expressions
Ex: Psychiatrist’s report:
“Dissociative rage order is not
indicated by the ER assessment.”
PRINCIPLES IN LANGUAGE USE/DICTION
1. Use clear and concise sentences,
usually about 18 words long.
2. Avoid redundancies, cliches wordiness,
and highfalutin
3. Although may be used, avoid overusing
“There” and “It”, drop it
4. Use precise vocabulary. Be accurate.
Condensed.
5. Be consistent in pronoun POV
6. Avoid sexist language.
1. Use clear and concise sentences, usually 18 words long.

Image is a very important factor in


politics because once the reputation of a
person is smeared by accusations, the
people’s perception of the person is
forever tainted and it may cause him to
lose credibility and trust even when the
truth behind allegations is not yet
1. Use clear and concise sentences, usually 18 words long.

Image is an important factor in


politics. Once the reputation of a
person is smeared by accusations, the
people’s perception of the person is
forever tainted. The person may lose
his credibility and trust, even when
Bullying is something that can be
prevented by the students and this has to
be handled by parents and school staff.
Parents and teachers can help children
understand what bullying is and explain to
the children that bullying is bad while the
teachers too should get involved directly
and educate children on the harmful
effects that might bullying can cause to
2. Avoid redundancies, cliches wordiness, and highfalutin

Although Although
offsprings are
children are
taught not obtain
free gifts from
told not to take
strangers, at the gifts from
present moment strangers,
3. Avoid redundancies, cliches wordiness, and highfalutin

Sample Cliches are Sample


highfalutin are
Time will tell, in a
jiffy, brave as a Hackslaver - to
lion, opposites hesitate or
attract, all is well stammer in
that ends well, speech Hedley-
once upon a time, medley - a
5. Be consistent on pronoun POV
We should We should
simply accept simply accept
the fate is the fate is
simply an simply an
illusion; you illusion; we
must not leave must not leave
our decisions our decisions
Appropriate level of Formality

Yes, Diskette may


diskette are be outdated,
but they are
like thing of
still
the past,
fascinating
but they’re
Appropriate level of Formality

If bullying problems occur,


be sure to chat your
adviser about the problem
and seek their assistance
immediately in resolving
Activity

- Form a group of 4
- Each group will make a paragraph with sentences with
sentence(s) that disrupt the unity of the paragraph by
being irrelevant, off-topic, or redundant
- Then, the other group will identify the sentences that
disrupt the paragraph and will rewrite it to ensure that
the paragraph is well-written.
PROPERTIES OF A WELL-
WRITTEN TEXT
READING AND WRITING SKILLS
LESSON 5

E. MECHANICS
MECHANICS
- focuses on the technicalities of
the structure.
- It determines errors on subject-
verb agreement, prepositions,
tenses, the grammar, spelling,
capitalization, abbreviations and
acronyms, the use of numbers as
part of the statement, and the
MECHANICS
- Spelling
- Capitalization
- Abbreviation and Acronyms
- Numbers
- Punctuation Marks
- Grammar
●Punctuation Marks
○Clarifying Meaning
■Punctuation prevents
ambiguity by showing
how words and phrases
relate to each other.
●Punctuation Marks
○Clarifying Meaning
■Without punctuation:
"Let's eat grandma."
■With punctuation:
"Let's eat, grandma."
●Punctuation Marks
○Structuring Sentences
■They indicate the
beginning, end, or breaks
within sentences, helping
readers navigate text
●Punctuation Marks
○Conveying Tone and
Emotion
■Show emotion, emphasis,
or intent.
●Punctuation Marks
○Conveying Tone and
Emotion
Example
"That's amazing!"
Punctuation Marks
1. PERIOD (.) used after sentences, in
abbreviations, and as decimals
2. EXCLAMATION POINT (!) placed at the
emphatic or forceful sentences
3. QUESTION MARK (?) placed at the end
of a question and to note questionable items
4. QUOTATION MARKS (“ ”) to indicate
direct quotations for titles of poems, short
stories, chapters, essays, songs, episodes of
television shows
Punctuation Marks
5. APOSTROPHE (’) to show possession
(Angel’s bag), to show missing letters and
number (you’re, ’95), to show plurals of
letters (I got all A’s last semester.)
6. COLON (:) after independent clauses to
introduce elements. “The coach demanded
three things from his players: loyalty,
devotion, and teamwork.”/ to separate items
in numerals, ratios, titles and subtitles, time
references, scripture references
Punctuation Marks
7. PARENTHESES () to set off
nonessential details and
explanations, to enclose letters and
numbers used when listing items,
first-time use of acronym

- are used to add extra information


in text
Punctuation Marks
7. PARENTHESES ()
Example
● The Great Wall of China (one of the
Seven Wonders of the World) attracts
millions of tourists each year.
● The weather forecast predicts rain
tomorrow (which is not unusual for
this season).
Punctuation Marks
8. BRACKETS [ ] to set off
clarifications inserted in
quotations

- are used mainly in quotations


to add extra information that
wasn't in the original quote.
Punctuation Marks
8. BRACKETS [ ]
- “She said [moving to Paris]
was the best decision she ever
made.”
- “The bodega [small
convenience store] was my
favorite place to shop.”
Punctuation Marks
9. HYPHEN ( - ) to separate or join
words

Do not confuse hyphens (-) with dashes (– or


—), which have different functions.
Hyphens often appear in compound modifiers
before a noun but not after it:
● "A well-written book" (correct) vs. "The book is
well-written" (incorrect).
Punctuation Marks
10. DASH ( -- ) to show sudden
break of thought
“Ted was angry after his car was
stolen—who wouldn’t be?”

- to set off an introduction to a


series

“They have everything needed to


Punctuation Marks
11. SLASH (/) to separate words or
to show alternatives

- (he/she)
Punctuation Marks
12. SEMICOLON (;) to join
independent clauses when and, or,
yet, but, or so are not present, to
separate items in a series that
contains commas
- “The governor will meet with Rey
Simon, the mayor of Concepcion;
Bert Vesca, the vice mayor; and
Peter Cayabyab.”
Punctuation Marks
13. ELLIPSIS (. . . ) to indicate that
words have been deleted from
quoted material

Original text

The mayor said, “Our city, which is


one of the country’s most
progressive, deserves a high-tech
Punctuation Marks
13. ELLIPSIS (. . . ) to indicate that
words have been deleted from
quoted material

With Ellipsis

The mayor said, “Our city . . .


deserves a high-tech light-rail
system.”
Punctuation Marks
14. COMMA (,) to signal pauses and
shifts in sentences, used with and,
or, so, but, yet to join independent
clauses

- “Chinatown is a popular tourist


attraction, and it serves as an
important cultural center.”

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