Workbook in Reading & Writing Skills

Workbook in
Reading and Writing Skills

Copyright, 2016 by:
Bella C. Divina, Ed.D.
Disclaimer: All literary works that appear on the book are copyrighted by their respective
owners. We claim no credit for them unless otherwise noted. If you own the rights to any
of the works and do not wish them to appear on the book, please contact us and they will
be promptly removed. Any copy of this book without the signatures of the editors on this
page proceeds from an illegal source or is possessed by one who has no authority to hold
or dispose of the same.
PREFACE
This workbook was written primarily for use in the K-11 Reading and Writing class. It
subscribes and adheres to the minimum course content requirements as prescribed in the DepEd’s
course map for Grade 11 Reading and Writing Skills with a subject description core: The
development of reading and writing skills as applied to a wide range of materials other than
poetry, fiction and drama.
Based on the DepEd’s minimum course requirements, this workbook includes these
major topics: RWS11:1.Reading and Thinking Strategies Across Text Types: Text as Connected
Discourse, Techniques in Selecting and Organizing Information, Patterns of Development,
Properties of a Well-written Text. RWS11:2.Text and Context Connections (Critical Reading):
Critical Readings as Looking for Ways of Thinking, Critical Reading as Reasoning. RWS 11.3.
Purposeful Writing in the Disciplines and for Professions.
To help the OLFU students gain communicative competence in expressing their ideas in
reading and writing, each lesson begins with an overview and a set of practical exercises follows
to ensure that the learners internalize what was studied. It contains work-text that simulates
reading and writing with the use of information technology through the worldwide web and
electronic mails.
The workbook was made possible through the encouragement of the administration, the
University Book Committee, the College of Arts and Sciences, and the English Department. The
author is also appreciative and grateful to the writers of the books used as references.
Bella C. Divina, Ed.D.
i
TABLE OF CONTENTS
Title Page
Copyright Page
Preface
Introduction to Reading and Writing
CHAPTER 1 – READING AND THINKING STRATEGIES ACROSS TEXT TYPES
Text as Connected Discourse ----------------------------------------------------------------- 1
Techniques in Selecting and Organizing Information ---------------------------------- 8
Brainstorming -------------------------------------------------------------------------- 12
Graphic Aids ---------------------------------------------------------------------------- 17
Organizing Notes into an Outline ------------------------------------------------- 27
Patterns of Development -------------------------------------------------------------------- 35
Narrative Writing ---------------------------------------------------------------------- 37
Descriptive Writing ------------------------------------------------------------------- 41
Development by Definition --------------------------------------------------------- 52
Development by Classification ----------------------------------------------------- 54
Writing a Comparison-Contrast Essay -------------------------------------------- 60
Writing Cause and Effect Essay ---------------------------------------------------- 68
Persuasive Writing -------------------------------------------------------------------- 72
Writing Chronological, Spatial and Logical Paragraphs --------------------- 76
Properties of a Well-Written Paragraph ------------------------------------------------- 88
Establishing Coherence and Cohesion in Paragraphs ------------------------ 93
ii
CHAPTER 2 – TEXT AND CONTEXT CONNECTIONS (CRITICAL READING)
Explicit and Implicit Claims in a Text
Explicit and Implicit Claims --------------------------------------------------------- 99
Claim of Fact -------------------------------------------------------------------------- 115
Claim of Policy ------------------------------------------------------------------------ 118
Claim of Value ------------------------------------------------------------------------ 122
Fact and Opinion ---------------------------------------------------------------------
126
Context of Text Development ------------------------------------------------------------- 128
Hypertext Reading and Writing -------------------------------------------------- 130
Intertext Writing --------------------------------------------------------------------- 133
Determining Textual Evidences ----------------------------------------------------------- 137
CHAPTER 3 – PURPOSEFUL WRITING IN THE DISCIPLINES AND FOR PROFESSIONS

Writing a Project Proposal -------------------------------------------------------- 141
Writing a Research Report -------------------------------------------------------- 144
Writing a Movie Review ----------------------------------------------------------- 150
Writing Play Review ----------------------------------------------------------------- 156
Writing an Action Plan ------------------------------------------------------------- 162
Writing a Resume ------------------------------------------------------------------- 166
Writing an Application Letter ----------------------------------------------------- 171
Writing a Memorandum ----------------------------------------------------------- 177
Writing an E-mail Message -------------------------------------------------------- 181
References
iii
INTRODUCTION
Reading is a process of meaning construction through interaction of reader, text

and context that involves word recognition, comprehension, fluency, and motivation.
In reading you conceptualize what is conveyed by the writer as the speaker

through the written text to the receiver.
Writing is a systematic skill that is based on vocabulary, grammar, semantics,
and system of signals in the form of formal alphabet. When you write, your goal is to get
your message across to your reader as effectively as possible. To achieve this goal, you
will benefit from understanding that writing is a process which consists of specific steps
that help all writers, including professional writers, produce writing that is clear, correct
and interesting to read.
Aside from professional analysis, no other activity allows you to explore your
thoughts and feelings and then express them as a unique part of you. This personal
exploration occurs every time you write something, whether it’s a journal entry, a poem
or a personal essay.
The skills in reading and writing provide an avenue to absorb and exert your
thoughts, ideas, feelings, attitudes and feelings from one point to the other. As a
process, you strategize the information that you gather as a guideline on how you
respond either speaking or writing.
As a student, you can expect that many of your reading and writing assignments
will demand similar amounts of time and patience.
iv
CHAPTER 1
READING AND THINKING STRATEGIES ACROSS TEXT TYPES
Lesson 1
Text as Connected Discourse
At the end of the lesson, the students are expected to:
1. Understand that information in a written text may be selected and organized to

achieve particular purpose.
2. Describe a written text as connected discourse.
3. Become deeply engaged with factual information and details to discern
significant relationship.
Writing is the “flipside” of reading, that is, when we write, we read. It is

necessary to do so, since the process of creating a piece of written discourse depends on
reading over what has already been written in order to formulate the next step in the
discourse preparatory to writing it down. In other words, the process of writing
depends upon reading before, during, and after the act of creating.
A reading passage can be linked to a writing exercise by having students examine

the placement of commas, full stops, question marks, and inverted commas in dialogue
writing. Students can be asked to fill in punctuation marks that have been omitted in a
similar piece of writing.
Another way of connecting reading with writing is through text-conversion

exercises. These give practice in expressing the same idea in different styles of writing,
in accordance with the audience, the need to be formal or intimate, and the function or
purpose of the communication. An example is converting formal and informal letters,
and vice-versa. The reading passage may be a letter from a university student to a
former teacher about experiences in the first week. The letter is to be rewritten this
time to a former classmate.
Reading and writing have also been conventionally connected in paraphrasing

and summary exercises. Students can first summarize and extended passage, and then
they can flesh it out into a text which paraphrases the original.
The reading exercises need not be a piece of connected prose. It may be a

READING
diagram orAND WRITING
a flowchart 1
– of the people in authority in a school – or a family tree, if the
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theme of the unit is “Family Relationships.” The information contained in the flowchart
or family tree would be transferred to continuous writing, or to an oral presentation.
In these exercises, the receptive skill of reading is connected with the

productive skills of speaking and writing. The basic principle of the information-transfer
process is the passing on of a message that has been received. Where the message is
received through reading, students are required to pass it on through the medium of
the spoken or the written word.
From: Constel English Writing Segment Volume IV
Classification of Discourse
1. Exposition – is a type of discourse that makes the audience aware about the
topic of discussion. Definition and Comparative analysis of different ideas and
beliefs are examples of discourse exposition.
2. Narration – is a type of discourse that relies on stories, folklore or a drama as a

medium of communication. Stage Play and folklore are narrative discourse
examples.
3. Descriptive – is a type of discourse that describes something in relation to the

senses. It enables the audience to develop a mental picture of what is being
discussed. Novels or essays are descriptive discourse examples.
4. Argument – is a type of discourse that is based on logic and, through correct

reasoning, it tries to motivate the audience. Examples of argument include
lecture, essays and prose.
literarydevices.net
Examples:AND WRITING
READING 2
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Literary Discourses
Poetic Discourse
It is a type of literary conversation which focuses on the expression of feelings,

ideas, imaginations, events and places through specific rhymes and rhythms. Poetic
discourse makes use of common words in appealing ways to present feelings and
emotions. The mechanism of poetic discourse involves certain steps starting from
different sources, then entering mental process, mental realization and then finally into
a finished product as poetry.
Example # 1
I marvel how nature could ever find space for so many strange contacts in
human face. There’s thought and no thought, and there’s paleness and bloom and
bustle and sluggishness, pleasure and gloom.
By William Wordsworth
Expressive Discourse
Expressive discourse does not involve the presentation of facts or the

motivating of others but is rather a reflection of our emotions which form the
foundation of our expressions. This is a form of basic or entry level discourse and is
beneficial for beginners in the field of literature or other fields. It primarily deals with
generating ideas with no concrete source. Examples are academic essays and diaries.
Example # 2
We met early at our office this morning to pick up the twenty-five boxes which
are to be paid off. After that we proceeded to OLFU and dined with Mr. Calderon in his
office. We had a great conversation, but since our papers were not done, we could not
end our business until Monday.
(The Diary of Amy Santos, 2012)
READING AND WRITING 3

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NAME: DATE:
GRADE/SECTION: SCORE:
Activity 1
Read and understand the text on universal language below.
People are interested in speaking one language that could be spoken

throughout the world. A language may promote understanding and better feeling
among nations. It may also increase cultural and economic ties among various countries.
French Philosopher Rene Descartes (1596 – 1650) was the first to suggest that
an artificial language could be a universal tongue. All these years, around 600 languages
have been proposed. Most of them proved unrealistic. Others have had practical
aspects, including an international vocabulary and a great simplified grammar.
The three universal languages that had been most popular were Volapuk,
Interlingua, and Esperento. Volapuk, created in 1885, has become extinct. Interlingua
was designed primarily as a written language for scientific reports. Esperanto, the most
successful universal tongue, has between 1 to 15 million speakers. Today, however,
Esperanto has still to achieve official status. A proposal to make it an international
language was rejected by the United Nations in 1966. The rejection came from people
who wanted English as a world language.
People recommend that an existing language like English, Russian or Chinese be

considered as a universal language. The use of any language, artificial or natural, would
greatly improve communication. On the other hand, the real problem is in the choice of
a language for many possibilities.
Many people disagree with artificial languages. They believe that an artificial
language does not identify the true culture of existing languages. Others oppose the use
of any existing language as the language of the world. They say that the culture of one
or a few nations would be observed on all nations.
The possibility of adopting one world language appears dim as long as these
arguments continue.
Adapted from World Book Encyclopedia

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NAME: DATE:
Activity 1
Answer the following questions:
1. What is your first language?

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Aside from your first language and English, your second language, what other
languages do you speak?
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2. In what situations do you use your first language? English?

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3. Your first language and English are only two of the thousands of languages
spoken around the world. Do you believe that by having a common language,
nations will have more understanding and cooperation? Why?
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4. If you say yes to Question 4, discuss the other advantages of having a universal
language.
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5. If your answer is no, point out the problems that entail the adoption of a
common language.
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6. People observed that English is the most widely spoken language. Do you
believe that it is feasible to adopt English as the universal language?
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Encounters Mastering English through Content

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NAME: DATE:
Activity 2
Read the passage, and then answer the questions.
Cyber Love
Alex sat next to the girl of his dreams everyday in science, math, and computer
applications.
Every day CeCe smiled at Alex with her pretty, silver smile. Like Alex, she, too,
wore braces. She wrote notes to him during class and laughed at all his jokes. Alex
thought she liked him, but he was too shy to ask. He worried that the year would pass
without ever learning for certain.
When Valentine’s Day approached, Alex thought he had a chance. He would

send her a special valentine. Unfortunately, he had no money. He was desperate, so
desperate that he broke down and talked to his dad.
When Alex’s dad said, “Try cyberspace,” Alex was confused. He wondered how
the Internet could help him. But when he visited the Free Virtual Valentine Website, he
knew his problem was solved. He chose a musical valentine and e-mailed it to CeCe at
school.
On Valentine’s Day, Alex waited patiently for CeCe to open her e-mail. He tried
to look busy as he watched her out of the corner of his eye.
CeCe whispered, “You sent me a message,” as she clicked on the hot link to
Alex’s valentine. Then she turned to Alex and said, “You’re great.”
“I’m great”, Alex thought to himself. “She likes me. If only I’d discovered
cyberspace a long time ago.”

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1. Which sentence best summarizes the main idea of this story?
a. Alex liked school.
b. Alex was very shy.
c. Alex wanted to know if CeCe liked him.
d. Cyberspace is a great way to show your love.
2. Which detail from the story does not show that CeCe liked Alex?
a. She smiled at him.
b. She laughed at his jokes.
c. She sent him notes.
d. She and Alex both wore braces.
3. What can we conclude about CeCe from the first paragraph?

a. She had a good sense of humor.
b. She was intelligent.
c. She liked Alex.
d. She liked Alex’s braces.
4. Why didn’t Alex ask CeCe if she liked him?

a. He didn’t think to ask.
b. He was too shy.
c. He didn’t like girls.
d. The year went by too quickly.
5. What is the climax of this story?

a. Alex waits to see CeCe’s response to his valentine.
b. CeCe tells Alex that he is great.
c. Alex talks to his dad.
d. CeCe laughs at his jokes.
6. What is the purpose of the story?

a. To illustrate how to combat shyness with girls.
b. To explain how Alex discovered that CeCe liked him.
c. To illustrate how to send a valentine through cyberspace.
d. To illustrate that it pays to ask parents for advice.
McGraw-Hill Children’s Publishing

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Lesson 2
Techniques in Selecting and Organizing Information
1. Achieve understanding on the importance of organizing information.

2. Discuss the five basic ways associated with the organization of information.
3. Acquire experience in designing and using the concepts in organizing
information.
Organizing information makes it easier for you to express ideas clearly, and to
ensure that the reader will easily find the content. Readers can excuse a comma that’s
not in its proper place, but they don’t tolerate disorganized information.
Below are five basic ways to organize information:

1. Location - This is showing a perspective of a physical space or geographical
place. The common ways to organize location are maps such as shopping mall
directories, college campus maps or diagram of the human brain. Whatever is
your purpose, organizing by location usually requires visualization of an area or
place.
e.g. user manual illustrations
2. Alphabet - Organizing information alphabetically works well when the
information is referential, when it requires nonlinear access, and when the
reader knows specific terms and topics he is looking for.
e.g dictionaries,thesaurus,name-oriented directories,index
3. Time - Time shows how things happen or compare events over a significant
duration of time. Organizing information by time is important in searching
information in a chronological order like the history of man’s most useful
inventions, or by the months or years in which events happen.
sequential or step by step manner. e.g trainings ,history of spec. events
4. Category - Organizing by category uses the easiest ways to organize

information. Categories are useful for a number of purposes like giving
similarity, likeness, and relatedness using color, shape, gender, model price, etc.
by the similarity of charac-
e.g- topics of books in a bookstore or lib,items in grocery store
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5. Hierarchy - Organizing by hierarchy shows how information is connected to
another according to importance or rank. To provide information, hierarchies
use organizational charts to show a common measure or difference: biggest to
smallest, heaviest to lightest, best to worst, or first to last.
e.g.hierarchy of needs,ranking of colleges and univ.
vanseodesign.com/web-design/organizing-
informationthevisualcommunicationguy.com
NAME: AND WRITING
READING DATE: 9
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Activity 1
Work with a partner to make a flow chart that describes a process how beef hotdogs
are made.
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thevisualcommunicationguy.com
NAME: DATE:
READING AND WRITING
GRADE/SECTION: SCORE: 10
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Assignment
Find a website on basketball that presents the happenings during the current season
in terms of standings, teams, players, schedules, box scores and statistics.
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Lesson 2.1
Brainstorming
1. Generate and discover ideas for writing.

2. Stimulate students’ creative thinking.
3. Develop reader consciousness and sensitivity.
4. Use different strategies for prewriting activities.
Brainstorming means you storm or search your brain for ideas. It is a way of
expressing ideas in a group. Through this technique the group comes up with the best
ideas which are worth writing about.
Brainstorming is primarily a group of activities in which everyone shares ideas

as quickly and freely as possible, making no judgments about which ones are good or
bad, sensible or silly. The initial purpose of brainstorming is to come up with as many
ideas as possible, not to judge them as serious or trivial.
The effectiveness of brainstorming is that one idea can trigger another idea in
an unrestrained manner. Creative thinkers must allow themselves to think the trivial
and the impossible - - - for the purpose of brainstorming is to bring about this kind of
freethinking.
The best way to improve brainstorming is to brainstorm often – thus on a

regular basis, toss out brainstorming starters and challenge students to come up with
many items as they can.
The following are the steps in conducting a brainstorming session:
1. Brainstorm first on your own by writing your own ideas on your paper.
2. Share your ideas within the group.
3. Let your classmates give their own comments.
4. Give suggestions if needed.
5. Listen to your classmate’s ideas.
6. Write down ideas very quickly.
7. Do not worry about how useful the ideas will be.

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8. Do not worry about grammaticality, organization of ideas and punctuation
marks.
9. Do not worry about neatness and correctness.
There are four basic stages involved in the process approach to writing, namely:
1. Pre-writing stage is an essential part where you brainstorm, cite your purpose,
interest on topics, where you can discuss freely and solidify your ideas,
gathering of data and preliminary outline before the draft. Brainstorming as a
prewriting activity means searching the brain for ideas.
2. Drafting enables one to discover what he/she wants to say
3. Revising and proof reading allow the writer to get feedback from various
readers between revisions and writing again.
4. Publishing and presenting the output.
The following are examples of brainstorming activities:
1. Cubing is a brainstorming activity which enables students to generate ideas

individually based on a given set of guidelines.
2. Mapping is another brainstorming activity which is similar to cubing because it

enables the learner to generate ideas alone and lets his/her imagination run
free based on a given topic.
3. Looping, the most complex approach to free writing, involves writing to find out
what one wants to say on a certain topic. It is a semi-structured individual
activity which requires writing for a certain period of time without stopping.
4. Clustering generates a great number of ideas, enabling students to be more

than prepared for writing. For example, the stimulus word is food. The students
are asked to think of words associated with food. Then, they are asked to write
a short paragraph using their clusters.

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NAME: DATE:
Activity 1
Following the steps, conduct a brainstorming session with any of the following topics.
Be ready to present your group’s output before the class.
1. The use of E-book in a class.

2. Library still the best source of knowledge
3. Both E-book and library are best sources of knowledge and information
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NAME: DATE:
THE COMPUTER: IT’S POSITIVE AND NEGATIVE EFFECTS

A. POSITIVE B. NEGATIVE
Computer can make the world a better Computer can destroy the world
place because….. because…..
1. It makes life easier 1. It sacrifices other meaningful
activities such as writing
using a pen and paper.
2. It helps the person check 2. The person would be dependent
his grammar and spelling. to the auto check device of the
computer.
3. It would be paperless. 3. The person would be idle in
writing.
4. It produces more outputs. 4. The person may lose contact
with others.
5. It provides better service to 5. Files can be manipulated.
the public.
Activity 2
Before each number, write A if the statement is true, and X if it is false.
______1. The computer is one of the useful inventions of man.
______2. All households in the country have computers.
______3. The computer helps the students make education easier.
______4. People with computers are intelligent and rich.
______5. The computer was invented to make man’s life comfortable.
Activity 3
State the advantages and disadvantages of “computers”. Complete the table below
with your responses.
COMPUTERS
ADVANTAGES DISADVANTAGES
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
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NAME: DATE:
Assignment 1
Think of an Internet Sensation or write certain words that pertain to

Information Technology in 10 minutes. After coming up with ideas, choose the best
that can be discussed freely.
Example: ALDUB, Networking etc.
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Assignment 2
Provide specific topics from the general topics given. Write your answer on the blank.
1. Education ______________ 6. Business _______________

2. Sports ______________ 7. Leisure _______________
3. Arts ______________ 8. Broadcasting _______________
4. Computer ______________ 9. TV Networks _______________
5. Music ______________ 10. K-Pop _______________

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Lesson 2.2
Using Graphic Aids
1. Identify the different types of graphic organizers that aid comprehension.

2. Determine the different uses of these graphic organizers.
3. Create graphic organizers that are appropriate with a given data and
situation.
4. Interpret graphs and other visual aids.
The word, graphic, is derived from the word graph. Graphic aids are visual aids
that often accompany reports or other printed information. Research has established
that “people remember 15% of what they hear and 50% of what they see”. Thus, if
appeal to the eyes increases, the amount or information retained by a reader, the use of
visual aids whenever possible should therefore be encouraged. Some of the common
graphic aids are charts, drawings, graphs, photographs, tables, maps and diagrams.
Technical reports become more interesting and easier to understand when graphic aids
are used to illustrate salient points
Writing in business, industry, and government usually implies effective graphics.

Technically, oriented audience often takes a Missourian attitude - “Show me!” is the
name of the game.
Twofold goal in creating graphics:
1. Make the data stand out on the page.

2. Make the data support the main purpose of the document as clearly
and strongly as possible.
Graphic Effects
Technical pieces of writing have two main kinds of material:
1. Prose, the text or written part of the document

2. Supporting graphic material

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Generally, the text and the graphics support each other. Ideally, the reader
grasps the writer’s ideas and opinions from the text, and turns to the graphics for
support of those ideas and opinions. The graphics in turn send the reader back to the
text for more ideas. The reader moves back and forth down the page first looking at the
text then at the graphics. He clearly understands the main idea from the text and sees
support for the main idea in the graphics. The writer organizes the documents so that
the facts in the graphics clearly support the main idea.
For this mutually supporting graphic and text relationship to work most
effectively, the graphic must be visible simultaneously with the relevant text. The reader
should not have to hunt around for a supporting graphics. Pagination, graphic size, and
layout sometimes make it difficult to keep text and graphic together, however, the
writer can usually achieve this important goal by planning ahead and being creative.
Conversely the graphic should not be so detailed that the reader forgets the point of the
text. Graphics are not ends in themselves. The text is primary – it contains the main
point. Graphics must do their job, and get out of the way to let the text take over again.
jan.ucc.nau.edu
1. CHARTS or GRAPHS are means of presenting numerical quantities visually so

that trends and relationships among the numerical quantities can be easily
graphed. They may also mean, “Methods of presenting statistical data in visual
form”. The basic of charts are the line or curve, the bar chart, and the surface
chart. The elements in the chart are the sides, the grid, the title, the caption,
the source reference and labels or a key.
2. LINE CHARTS are most useful in representing continuous relationships or trends

such as in narrative or process description or any pattern concerned with time
or distance. When data along horizontal scale are too many, making the points
and corresponding bars too close, the points may be overlaid on the save grid to
show changes in quantity over the same period. Line charts are useful in
showing continuous changes in variable or variables over a period of time.
www.apexcpe.com

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3. TABLES are two or more columns of written data. They present words or figures
in an economical, easy-to-understand form. In a single step, one can see the
relationship of one data to another, and each other data to the whole. The left
column has the independent variables and the columns to the right list are the
dependent variables. A table is a continuation of the text for identification. It
has a number, a title and a legend.
4. SURFACE AND STRATA CHART is similar to a line or bar chart or graph except
that the area between the curve line and the base or zero line is shaded. The
distinction in shading or color should be labeled or stated in a “legend”.
A multiple surface chart is basically multiplex line chart with the

underneath areas shaded in differentiating patterns or colors. For greater
emphasis, when amounts are more important than ratio or change, the surface
chart should not be used when layers are highly irregular or where the plotted
lines interact.

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5. MAP CHART presents geographical or spatial distribution. On a conventional
map, record the units or symbols which represent the data being relayed. The
meaning of this units or symbols should be given in a “legend” placed inside the
border of the map.
6. FLOW CHART shows successive movements of a product or a process. The styles

are enclosed in boxes, circles, blocks that are of different shapes. Arrows are
used to indicate movements or the direction of the flow.

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7. FLOW SHEET shows the steps or chronology or a process of connecting
geometric symbols or figures with lines an arrows. Flow sheets should be read
from left to right, and top to bottom. For easy reading, they should be simple
and uncluttered.
8. DIAGRAMS are essential to device and process descriptions, instructions and

specification. Each part of the device must be labeled by name, and motion
indicated by arrows. Technical audiences are usually well experienced in reading
diagrams. Engineers, business people, scientists, architects use schematic
diagrams to show electrical or mechanical connections in a series of
computerized systems.

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9. DRAWINGS are sometimes used instead of photographs if they can show lines
and details more clearly. Parts of drawings should be labeled for easy
interpretations. As in other visual aids, they should have a title and
accompanied by an explanation in the text.
10. FIGURES are variety of graphic devices which can be informative and dramatic.
In technical report, the use of figure is necessary. It should convey information
more effectively than a prose form. It should be the best means to be used for
the purpose of the writer.

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NAME: DATE:
Activity 1
This is part of the table of contents from a book about creative writing. Use it to
answer the questions on the next page.
Contents
Chapter One: How to Keep a Journal

What’s Inside a Journal? 11
Why Should You Keep a Journal 14
When and Where to Write 19
Choosing a Book 21
Getting Started 23
Chapter Two: Quick Writing Ideas

Writing Warm-ups 27
Playing with Words 31
Using Quotations and Proverbs 37
Writing about Your Life 42
Chapter Three: Writing Fiction

Finding Story Ideas 49
Developing Characters 56
Choosing a Setting 63
Telling the Story 66
Chapter Four: Writing Poetry

What is a Poem? 73
Types of Poetry 76
The Sounds of Poetry 83
Performing Your Poetry
Chapter Five: Forming a Writer’s Group

What is Writer’s Group 97
What Happens at a Meeting? 99
Learning to Talk About Writing 103
Revising Your Writing 109

SKILLS
1. What information would probably be found in Chapter Four?
A. The differences between rhymed poems and free verse?
B. Types of notebooks
C. Information on riddles and jokes
D. Ways to improve your writing
2. On which page would your begin reading to learn about arranging the
events of a story?
A. 27 B. 49 C. 66 D. 99
3. In which chapter would your read about choosing a place to write?

A. Chapter One C. Chapter Three
B. Chapter Two D. Chapter Four
4. Which chapter would you read if you were interested in writing stories?
A. Chapter Five C. Chapter Three
B. Chapter Four D. Chapter Two
5. On which page would you begin reading about what happens in a writer’s
group?
A. 97 C. 103
B. 99 D. 109
6. Which chapter would you probably read to find ideas for writing every day?
A. Chapter One C. Chapter Two
B. Chapter Three D. Chapter Five
7. Which information would probably be found in Chapter One?

A. How to make character charts
B. Choosing people for a writer’s group
C. Learning to recite poems
D. Places to buy blank journals
8. On which page would you begin reading about where and when stories
might take place?
A. 19 C. 49
B. 63 D. 99

SKILLS
NAME: DATE:
Activity 2
Work with a pair and choose a simple topic (e.g. favorite snack past time). Make an
informal survey or interview in your class and construct a pie graph afterwards. Be
sure to include all the necessary variable in your pie graph such as the title, the
percentage or raw data, and labels of categories or variables. Plot your graph in the
space provided.

SKILLS
NAME: DATE:
Activity 3
Think of a topic that could use a line graph to present data. Construct a multiple graph
that shows trend and comparison of data between variables or categories. Plot your
table in the space provided below.

SKILLS
Lesson 2.3
Organizing Notes into an Outline
1. Explain the connection between reading and writing.

2. Differentiate the alpha-numeric system from the numeric system, the topic
outline from the sentence outline.
3. Point out the relationship of ideas in an outline.
4. Identify the basic rules in preparing an outline from thesis statement; and
5. Follow the steps to write a paragraph from an outline.
Preparing an Outline
After listing down and researching about the most important details that you
would include in your written output, it is important to organize. A paragraph or essay
that does not have a clear organization is not appealing to the readers despite the
information that you have presented. It is then necessary to prepare an Outline prior to
writing.
An outline serves as a summary of your paragraph or essay. It means that it

presents a detailed picture of your paper. It may also serve as pipeline that makes the
ideas flow clearly from one to another – just like a water pipeline that guides the flow of
water.
Reaction papers, term papers, book reviews have to be written in a formal way.
These are organized around a problem which you intend to solve, considering the
methods in solving it and the references you have gathered. This report process requires
an outline that points out the order of item or topics in your report.
There are two types of outline: the sentence outline which consists of complete
sentences that would expound the ideas that are presented in the written output, and
the topic outline which presents keywords or phrases.
Communication Arts: Critical Thinking and Learning Skills

Matthew M. Nepomuceno

SKILLS
Basic Rules in organizing a topic outline and sentence outline:
1. Use Roman numerals, capital letters and Arabic numerals to indicate main
headings and subheadings.
I. _____________________________
A. __________________________
1. ___________________________
2. ___________________________
a. ____________________
b. _______________________
B. _______________________________
II. ___________________________________
2. Use words or phrases. Do not say: How I take care of my orchid plants; say,
taking care of my orchid plants.
3. Place a period after each number and letter; heading and sub-heading.
4. Do not place a period after each letter or number in parentheses.
5. Place a period after each item when it is a complete sentence.
6. Capitalize the first word of each point.
7. Use the same grammatical construction throughout an outline.
8. Do not mix sentences and topics in the same outline.
These are 3 styles of outlining often used by students, teachers, researchers and other
professionals.
1. The Roman numeral outlines are widely used in schools and industry.
2. The Dewey Decimal outlines are found frequently in engineering research
and almost all technically oriented fields. It has a great advantage over the
others because it is expandable, thus, it can accommodate volumes of any
library’s acquisition.
3. The Alphanumeric outlines are often used by government agencies.

SKILLS
Roman Numeral Dewey Decimal Alphanumeric
I. 1.0 A.
A. 1.1 1.
1. 1.11 a.
2. 1.12 b.
B. 2.
1. 1.2 a.
2. 1.21 b.
1.22
II. 2.0 B.
A. 2.1 1.
1. 2.11 a.
2. 2.12 b.
B. 2.
1. 2.2 a.
2. 2.21 b.
www.apexcpe.com
Study the sample of a topic outline:

1.1 Problems of financing a senior high school education
1.1 Little free education of senior high school education
1.2 Tuition fees
1.3 Living away from home
2.0 Ways of financing one’s education
2.1 Scholarship
2.2 loan funds
2.3 Part time job
2.31 Outside school
2.32 Inside school
2.321 Assisting in the library
2.322 Assisting in the laboratory
2.323 Performing office duties
2.33 Other jobs
2.331 Preparing and serving meals
2.332 Working in the bookstore
2.333 Working in t he school canteen
OLFU Work Book in English 2 (2004)
An outline includes a thesis statement which is the overview of the entire essay.
Below is anAND
READING example of topic and sentence outline:
WRITING 29
SKILLS
Topic Outline Sentence Outline
Thesis statement: Riding a bicycle is preferable to driving a car.
I. Relatively inexpensive I. A bicycle is relatively inexpensive.

II. A. Cost (buying price) A. A good bicycle may cost a few
B. Maintenance thousands pesos to buy; a car will
III. Relatively healthier cost hundreds of thousands of pesos.
A. More exercise B. The cost of maintaining a bicycle is
B. Less pollution small; the car will cost thousands
of pesos for maintenance.
IV. Personally satisfying
A. Enjoy the scenery II. Riding a bicycle is healthier.
A. A biker gets more physical exercise
than a driver.
B. Bicycles are non-polluting
(environment-friendly); cars may
cause pollution.
III. Unlike driving, bicycling is personally
satisfying.
A. The biker pedals along, enjoying
the scenery; the driver maybe is
like a robot inside a machine.
B. The biker becomes a part of
nature as he pedals along; the
driver enclosed in his/her
car, does not ‘blend’ with
things around him/her.
Conclusion: In all but most inclement weather, the bicycle is a pleasurable means of
transportation.
Constel English, Writing Segment Volume
READING
NAME: AND WRITING DATE: 30
SKILLS
Activity 1
Work with a pair and complete the sentence outline.
THE POWER OF ADVERTISEMENT
Thesis Statement: Advertisement, which could take place in many forms such as in TV,
radio, print, or internet strongly affect the purchasing behavior of consumers.
I. INTRODUCTION (This portion is very important because it catches the

interest of the reader).
A. Catch Attention. Options are:
1. Questions (“Have you experienced singing or dancing the
songs presented in ads?” Anecdotes
2. Lines from movie/song/poem etc.
B. State the thesis or reason for writing this or the importance of
your essay.
II. BODY
A. Build points (idea 1) (e.g. Advertisements make consumers buy an
item even if they don’t need it.)
1. Develop ideas
2. Support main claims
B. Build points (idea 2)
1. Develop ideas
2. Support main claim
III. CONCLUSION
A. (Option 1) Reemphasize main idea. (e.g. “Advertisements are
powerful and they can make a business increase its profits).
B. (Option 2) Answer the question in introduction
C. (Option 3) Connect with the story / anecdote in the introduction.
D. (Option 4) Continue line of song / poem / movie etc.
Communication Arts: Critical Thinking and Learning Skills by

Matthew M. Nepomuceno
NAME: DATE:
READING AND WRITING
SKILLS
Activity 2
A. Arrange the following into an outline form:
The circulatory system is composed of several fundamental parts. Blood is a fluid

that transports materials and heat. The heart pumps and forces the blood to the
different parts of the body. The arteries and veins are the vessels that distribute blood
to and from the various organs. Exchange takes place between cells and blood through
tiny vessels called capillaries.
www.freehostz.com
Topic: __________________________________________________________________
Main idea: _______________________________________________________________

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Major idea 1: ____________________________________________________________

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Major idea 2: ____________________________________________________________

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Major idea 3: ____________________________________________________________

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Major idea 4: ____________________________________________________________

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www.nvc.cc.ca.us
NAME: DATE:
READING AND WRITING
SKILLS
Activity 3
Work with a pair and choose one topic among the choices below. Construct a sentence
outline.
TOPICS:
1. Poverty 5. Computer Games
2. Corruption 6. Study habits
3. Tourism 7. Social Networking
4. Customer Service 8. Natural Calamities
TITLE: ____________________________________
Thesis Statement:
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II. Body
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III. Conclusion
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Matthew Nepomuceno
NAME: DATE:
READING AND WRITING
SKILLS
Assignment:
Organize the following into an outline. Choose any of the 5 topics to present through
power point.
1. Crime stories in newspapers and magazines

2. The relationship of the problem to national growth
3. Guidance and psychological counseling in school
4. Causes of juvenile delinquency
5. Training for parents
6. Racial tensions
7. Punishment for juvenile parents
8. Parental neglect
9. Bad companionship
10. Better housing
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Matthew Nepomuceno
Lesson 3
READING AND WRITING
Patterns of Paragraph Development 34
SKILLS
Why write?
The very best answer to that question is this: “Write to know yourself.” Aside
from professional analysis, no other activity allows you to explore your thoughts and
feelings and then express them as a unique part of you. This personal exploration occurs
every time you write something, whether it’s a journal entry, a poem, or a personal
essay.
Writing is a long process of self-understanding. Your writing will give you the
special opportunity to “taste life twice,” as writer Anais Nin has stated. There’s nothing
“instant” about effective writing. Working with a computer does, of course, speed up
the process; but when it comes to writing, speed doesn’t count so much. What really
counts is your ability to stay with a piece of writing until it says exactly what you want to
say.
Good writing is achieved through a lot of practice and hard work which means
that the skill or ability to write is not a gift by birth, not even a privilege given to a few.
When beginning to write, it is helpful to determine the patterns of development

that are most effective for your purpose and audience. The following are the general
patterns of development are: narration, description, exemplification/ classification,
comparison and contrast, cause and effect, problem-solution and persuasion etc.
www.blog.edu.com
www.maplewoodlibrary.org
iit.edu

SKILLS
NAME: DATE:
Activity 1
Organize a concept map by answering the four guide questions.
1. Why do you write?

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2. What are the first things that you do when asked to write?
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3. What are your strategies when writing?

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4. What problems do you encounter when writing?

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Lesson 3.1
Narrative Writing
1. Define narrative writing.

2. Know the key to a good narrative writing.
3. Become engaged in upper level of thinking as they learn new material or
think about a story.
4. Write a personal or a reflective narrative.
Narrative writing focuses on telling a fictional story – one that is made up – or a

real-life story where the author follows a plot structure. It can also take the form of an
essay where the author uses a personal story to explain an issue or state an argument.
Presentations vary because they depend largely on the creativity of the writer. Even
when the form of writing changes, the function of telling story remains. Novels, short
stories, poems, blog posts, and essays can all take the form of a narrative. .
When narrative writing is on a personal level, the stories are not necessarily
shared with others. Narrative writing is important because it serves as a catharsis: an
author may choose to write about a difficult situation to help himself work through it, or
understand it better. Thus, a personal narrative is basically a true story that relates and
reflects on a pivotal moment in the writer’s life. It should focus on the conflict created
by the choice he made, follows chronological order whether to move forward or
backward in time, and it should sound natural, as though the writer is talking to the
reader.
The story does not necessarily revolve to the author himself. He can also write
the life of a friend or an acquaintance’ experience without having lived through it.
www.wisegeek.org
Narrative writing serves a variety of purposes:
1. It narrates.
2. It informs.
3. It entertains.
4. It criticizes.

SKILLS
Guidelines to good narrative writing:
1. Choose an experience – real and imagined that you can tell in a series of
events and translate into clear language.
2. Decide on the point from which you will tell your story.
3. Determine any secondary purpose and any mood
Narrative paragraphs can be developed in any one of three ways:

Chronologically, Spatially, or logically. All narratives have a beginning, a middle, and an
ending.
BEGINNING- Catches the reader’s interest. The beginning should introduce the
situation and the people involved and convince the reader to continue reading.
 Start with an intriguing question.
 Start with a dialogue to pull the reader into the action.
 Start with a statement that piques the reader’s curiosity.
MIDDLE – Builds suspense through action and details. The middle presents the
details that support the narrative’s main idea.
ENDING – Explains what the writer learned from the situation. It wraps up the
story and brings the essay to a close. It is the writer’s chance to reflect on the situation
on the lesson learned.
www.wisegeek.org

SKILLS
NAME: DATE:
Activity 1
Write a paragraph observing the guidelines in narrative writing
Subject: A Bad Decision

Form: Personal Narrative
Purpose: To share an important experience
Audience: Classmates
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NAME: DATE:
Assignment
Create a Web, first by writing “Bad Decisions” in the center, and “school,” “home,”
and “with friends” beyond it. Write down bad decisions you made in each situation.
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Lesson 3.2
Descriptive Writing
1. Define descriptive writing.

2. Discuss the characteristics of an effective descriptive paragraph.
3. Write a descriptive essay observing the guidelines in paragraph writing.
Descriptive writing describes places, people, objects, or events using

appropriate details. An effective description contains elaboration of details to
communicate the meaning of the subject being described. The writer of a descriptive
essay uses a variety of sensory details to describe what he sees, hears, smells, touches
and tastes.
www.pinellas.ki2.ff.us/ tsulearn.net
Description is also an important and useful communication skill. When writers

use vivid description, they not only make their writings more lively and interesting, but
they indicate their attitude toward the subject through the choice of words and details.
Description may be objective or subjective. The objective kind is informative and

factual and it appeals to the intellect such as that utilized in science books, tourism
brochures, police records, official files and classified advertisements.
Objective description aims primarily to present word pictures of a person, a scene

or an object. Subjective description may be used blended with exposition or narration as
in creative writing. Being artistic and literary, it stimulates the imagination, appeals to
the emotions and gives pleasure as well. This kind of description is colored by the
writer’s personality – feelings, moods, likes, dislikes, judgments and interpretations.
Characteristics of Descriptive Writing:
1. It uses sensory details.

2. It uses active verbs and varied details.

SKILLS
3. It creates a dominant impression.
4. It uses connotative language.
5. It uses comparison.
6. It follows a method of organization.
Guidelines to build effective descriptions into paragraphs:
1. Include only relevant details.

2. Keep the description focused
3. Make sure that the description fits the paragraph’s tone and point
of view.

SKILLS
NAME: DATE:
Activity 1
Show the following pictures to the students. Let them describe what is in each picture.
1. Luneta Park
2. PNoy
3. The Holy Bible
4. Coconut Tree
5. EDSA Revolution in 1986
Activity 2
Read the selection below. Then, answer the questions that follow.
The Philippines lies 600 miles off the southeast coast of Asia, 15 degrees above
the equator. To its north lies Formosa, to the south, Borneo, to the east, the Pacific
Ocean, and to the west, the China Sea. Its 7,107 islands, which include the main island
group of Luzon, Visayas, and Mindanao, cover a total a land area of 116,220 square
miles, a little larger than that of Great Britain and smaller than that of Japan or Spain.
Once a part of the great Sri-Vishayan and Madjapahit empires, the Philippines was
discovered by Magellan for the western world in 1951. Named after King Philip II of
Spain, it became a Spanish colony for almost 400 years. In 1898 Filipino revolutionaries
assumed control and proclaimed the first Philippine Republic. This was, however, short-
lived for Spain ceded the country to the United States of America which in turn
establishes a Commonwealth. In 1946 the Philippines regained its independence and
became a free republic.
Comprehension Questions:
1. What is being described in the text?
2. How was the text developed? What pattern of development was used in the
selection?

SKILLS
NAME: DATE:
Activity 3
Write a one-paragraph description in any of the following topics. Use the given outline
below.
1. Elections in the Philippines

2. Bayanihan
3. Christmas Day
4. Miss Saigon (The Broadway Musical)
(state and define the topic that you will describe)

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(Then, provide details about it)
(detail 1)
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SKILLS
NAME: DATE:
Activity 4
Here is another sample paragraph that makes use of description.
Queen of the Bus
The new passenger made herself known. She stomped up each stair unto the
bus, one hand gripping the steel side bar, the other hand firmly pressed on her cane, a
thick walking stick with a worn silver duck’s head for a handle. She nodded regally to
likeliest seat. She started slowly down the center aisle, her wizened hand flitting from
the back of one seat to the next. The scent of stale lilacs mingled with a trace of fried
onions followed her down the aisle. Finally, she stopped in front of a young girl whose
ear was dotted with piercings. The old woman tapped her cane against the girl’s booted
foot, nudging it aside. The girl wordlessly moved over to the window seat. Leaning on
her cane, the old woman sat down gingerly, swinging her legs in after her. She
smoothed the front of her coat, made of an expensive fabric that had seen better days.
Wrapping the coat tightly about her thin frame, she wiggled over slightly as her seat
partner pulled closer to the window. Head erect, cloudy black eyes bright with defiant
victory, the old woman stared straight ahead, her left hand, adorned with only a worn
gold band, gently caressing the silver duck head. Her highness had claimed her kingdom.
Comprehension Questions
1. Is there a clear picture of the woman being described?

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2. Which two or three details are particularly effective?

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SKILLS
NAME: DATE:
Activity 5
Write a paragraph that describes someone you know or have observed. Use sensory
details to let the reader know your exact feeling about that person, but do not be
overly critical or negative.
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SKILLS
NAME: DATE:
Activity 6
Direction: Determine whether the following lines of poetry appeal to the sense of :
A. Sight B. Sound C. Taste D. Smell E. Touch
1. There came a wind like a bugle,

It roared and whistled without care. e.turo.org
2. Lightning makes a bluish light like the light of a million lamps all put together.
3. A green chill upon the heat so ominous did pass.
4. From fence to fence a perfumed breath exhales.
5. It was a moldy crust of coarse brown bread,
It was water out of a wooden bowl. e.turo.org
6. Silently one by one in the infinite meadows of heaven,
Blossom the lovely stars the forget-me-nots of the angels.
www.shannonjacksoarnold.com
7. Along the flash comes a long roll of noise which people call it thunder.
8. Like the tramp of horses’ hoofs!
9. It was hard to separate the tastes of dusts and snow in the dry, singing
mixture that the wind whipped against my face.
10. I struggled upward; my hands were numb, rope-burned claws.
11. grip of a baby
12. a bakery
13. walking through an empty building
14. running barefoot across a hot pavement
15. approaching fire trucks
www.slideshare.net
my.safaribooksonline.com
NAME: DATE:
READING AND WRITING
SKILLS
Activity 7
Read the paragraph then answer the questions that follow.
1. The tourism program provides an effective tool in the development of

nationalism, love of country, loyalty, cooperation, social-mindedness, self-
discipline, and respect. Instruction, travel, and research on tourism can very well
contribute to the development of these values.
2. Domestic tourism must be encouraged if we are to develop the values of unity
and national pride which are vital to progress. It should deserve the support of
every Filipino. It should be everybody’s business.
3. Filipinos who are contemplating to go on a world tour should first try to make a
tour of their country. It is strange that there are more foreigners seeing our
historic and scenic spots than there are Filipinos. Foreigners seem to appreciate
the aesthetics of our country better than we do.
4. It is about time that we turn our vision to what is truly beautiful in our country
and people before we look beyond our shores. We may not be aware of it, but
domestic tourism can give a tremendous boost to our national economy.
A. Look at the word being DESCRIBED in the above paragraph.
1. Which are vital to progress (paragraph 2)

A. Unity and pride B. Values C. Business D. Filipinos
2. Effective (paragraph 1)
A. Tool B. Instruction C. Travel D. Research
3. Everybody’s (paragraph 2)
A. Support B. Progress C. Business D. Pride
4. Tremendous (paragraph 4)
A. Economy B. People C. Boost D. Shores
5. Domestic (paragraph 2)
A. Tourism B. Values C. Support D. Business
6. Who are contemplating to go on a world tour (paragraph 3)
A. Foreigners B. Filipinos C. Scenic spots D. Aesthetics
NAME: DATE:
READING AND WRITING
SKILLS
Oral Activity 8
Describe your favorite celebrity without mentioning the name. Based from your
description, let your classmates guess who your favorite celebrity is.
Activity 9
Write a paragraph describing:
1. Your barangay
2. Your best friend
3. Your family
4. A procession
5. Midnight on a deserted street
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NAME: DATE:
READING AND WRITING
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Assignment 1
Choose one topic and develop it into a descriptive-narrative composition.
Encircle transition and signal words.
A. Write about a personal experience in which you felt that God was “holding you
up.” Narrate what happened and describe how you felt before, during, and after
the incident.
B. Recall a movie or a story about “freedom.” Write the gist of the story and
describe your feelings while you were viewing the film, or reading the story.
Mention also the effect of the movie or story on you.
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50
NAME: DATE:
READING AND WRITING
GRADE/SECTION:
SKILLS
SCORE:
Assignment 2
Travelogue
Write a travelogue in a place you want to visit in the Philippines. Convince other
people to visit the place that you advertise by considering the following reminders:
1. Create a vivid knowledge about the place, its people and culture.
2. Make an appealing value on its settings.
3. Highlight the most interesting things about the place.
4. Use descriptive words to organize a colorful and artistic travelogue.
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SKILLS
Lesson 3.3
Development by Definition
1. Understand the importance of definition in paragraph development.

2. Identify the guidelines in the use of definition in paragraph writing.
3. Apply these guidelines using definition in paragraph writing.
Definition is used to give the derivation of a word, to tell the component parts
of something, to explain word or expression, and to define a concept. In this type of
paragraph development, the supporting sentences identify, describe, or explain what a
word or phrase means.
Learning how to make correct definitions will help you think logically and to
express yourself accurately. The simplest form of definition is the definition of a word.
There are three steps in making definition of a word:
1. Name the word to be defined.

2. Name the general class to which it belongs.
3. Name the characteristics that make it different from all others in its general
class.
Word Defined General Class Particular Characteristic

A ballad is a song that tells a story.
A structure is the art of fashioning figures of stone,
clay, wood or bronze by
carving or casting.

SKILLS
NAME: DATE:
Activity 1
A. Complete the following definitions:
1. An aviary is______________________________.
2. A calculator______________________________.
3. An irrigation dam is________________________.
4. Astronomy is_____________________________.
5. A ballad _________________________________.
B. Write X if the underlined word or group of words refers to the TERM being
defined, Y if it refers to its CLASS to which it belongs, and Z if it refers to its
CHARACTERISTICS which make it different from others.
1. A good friend is a person who is aware of one’s weakness but turns his
attention towards one’s good tendencies.
2. Anger is a negative emotion that paralyzes a person’s ability to think
logically.
3. Love, respect, consideration, and patience are virtues which are cultivated
and nurtured at home.
4. Good manners are social graces that reveal a good breeding.
5. Courtesy is a positive trait that makes a personal interaction very pleasant.
6. Psychology is a branch of science that deals with the study of human
behavior.
7. Mood is an aspect of the verb that tells whether the action or condition is
factual or contrary to facts.
8. A fountain of youth is one’s talent which brings creativity to his life.
9. A descriptive paragraph is one of the organizational patterns that appeals to
the five senses, namely: sight, sound, smell, taste, and touch.
10. A university is a community which is neither a political agency nor a
religious center.
English IV (Based on Basic Education Curriculum) by

Josefina Payawal-Gabriel and Edda Manikan- Martines
Saint Bernadette Publications, Inc. 2006.
Zunal.com

SKILLS
Lesson 3.4
Development by Classification
1. Know the importance of paragraph writing by classification

2. Identify guidelines to follow in paragraph writing by classification.
3. Give examples of classification.
The classification essay is based on the natural human instinct for arranging
things: We bring like things together into one category. For example, universities put
people who have similar degree goals and interests together in one curriculum program.
Cars made in different parts of the world, by a multitude of manufacturers, may have
many dissimilar features but they can still be categorized or classified as sports cars,
luxury cars, or cars in a range of styles, sizes, and colors.
Writing a classification essay requires either grouping similar things together to

identify them as belonging to one class or examining a acknowledged class of things
and breaking it down into constituent part, or kinds, or characteristics. Here are three
examples of essay topics that provide a good classification model:
Saturday morning television: cartoons

sports shows
interview programs
The ideal home: affordable
easy to maintain
perfect for your family
near shopping malls and schools
Insect: head
thorax
abdomen
tvschool.alazhar-cibubur.sch.id
liberalarts.humber.com

SKILLS
Tips on Writing a Classification Essay
1. Make clear what is being classified. This principle uses a definition of the
subject which may not be familiar to the reader. For example, ”renewable”
and “non-renewable” resources have to be defined before such matters as
cotton, trees, rubber, and animals can be classified under the former and
iron, gold, copper, lead, zinc and mercury under the latter.
2. Choose and state a single, useful or guiding principle for the classification
and stick to it. For example, in classifying roses, color may be the significant
guiding principle for the classification. According to effectiveness, mines may
be classified as a contact mine, magnetic mine, acoustic mine, and pressure
mine. Engines may be classified according to make, use, speed, number of
cylinders. However,, one guiding principle at a time should be used. Failure
to limit oneself to one basis at a time results in a mixed classification.
3. Name all the species according to a given basis. A complete classification

based on one principle requires listing of every known species. In classifying
dogs, for instance, all commonly known breeds should be included.
4. Make sure that each species is separate and distinct; that there Is no
overlapping. For example, separately and distinctly classify teachers
according to their academic rank – instructor, assistant professor, associate
professor, and full professor, but adding another description like proficient
teacher, will result in overlapping.
5. Help the reader understand the distinction between species. This principle
requires that a definition, description, or illustration of species be given.
Characteristics unique to that one sub- classification alone should be
discussed.
etd.library.pitt.edu

SKILLS
NAME: DATE:
Activity 1
A. Following the rules in classification, write a classification of:
1. Teachers 2. Schools 3. Students
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
B. What is wrong with the following classifications:

Employees:
1. Those employed in private companies
2. Those employed in government officers
3. Those who are honest
4. Those show loyalty and devotion
Books:
1. Fiction 3. Reference Books
2. Science 4. Biography
Students:
1. Elementary 4. Poor
2. High School 5. Middle class
3. College 6. Rich
Technical Writing for the Filipino Students

3rd edition by Alcantara, Rebecca; Espina, Felicidad

SKILLS
NAME: DATE:
Activity 2
Read the essay Rock of Ages where the subject is defined by a description of its
characteristics.
Rock of Ages
As observed for years, not many rock bands can be acclaimed as truly great. The
history of rock is full of “one-hit wonders” and cult favorites, but very few bands have
achieved success, fame and staying power. To be considered great, a rock band must
have broad popular appeal, an exciting stage performance, and the ability to evolve with
tastes and times.
Popularity is a must in determining the greatness of a band, but because

popular taste is changeable, it can’t be the only gauge. It takes great talent to produce
lyrics and music, a style and a personality that will keep a band in the public’s favor for
any length of time. Some bands manage to stay in the industry for years with a small,
specialized following; others produce one platinum hit and are wildly popular for a few
months before disappearing forever. But neither type of band qualifies for greatness.
An important ingredient in greatness is live performance although popularity

can be achieved with studio releases. Studio bands can produce wonderful effects and a
polished sound, but unless they go places, they will not be able to hold their audience
beyond one or two albums. To be successful, a stage performance need not be hi-tech
or fantastically expensive; in fact, many groups who indulge in an excess of light shows
and explosives to impress their fans are covering up for a lack of substance in the music.
Famous personalities are the characteristics of a great live performance.
If a band is going to have a long life span to qualify for greatness, staying power
is, in part, a product of popularity and performance, but versatility and adaptability are
also important. Some bands that qualified under the other two categories fell apart over
personality differences, money, drugs, or music style before they could become truly
great. Others didn’t have the skill to change their style or adapt their themes as musical
tastes evolved. Truly great bands possess the musical ability and the collective power to
shape and set style, rather than hard work to achieve with what’s popular.

SKILLS
Truly, there have been a few great bands in the history of rock and some
famous individual performers. Naturally, the tastes of the audience will differ, but no
one can deny that popular appeal, spectacular live performance, versatility and
adaptability are the reasons that made The Beatles, The Stone, Dire Straits, and others
like them the great bands of rock.
Liberalarts.humber.com

SKILLS
NAME: DATE:
Activity 3
1. Describe the audience this writer had in mind when writing the essay. Include
age, education, interests, musical knowledge, and any other details you can.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
2. What are the essentials characteristics of “greatness,” according to this writer?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Write a one-sentence explanation of the function or purpose of each of the five

paragraphs in “Rock of Ages.”
 ___________________________________________________________
___________________________________________________________
 ___________________________________________________________
___________________________________________________________
 ___________________________________________________________
___________________________________________________________
 ___________________________________________________________
___________________________________________________________
 ___________________________________________________________
___________________________________________________________
Lesson 3.5
SKILLS
Writing a Comparison-Contrast Essay
1. Define comparison-contrast paragraph.

2. State the goal of comparison-contrast essay.
3. Identify the guidelines in writing a thesis statement.
4. Apply the guidelines in writing effective comparison-contrast essay and thesis
statement.
This type of paragraph organization is used when two or more items are shown
to be alike or different. Comparison is used when only the similarities are given and
contrast is used when only the differences are included.
The topics developed by using the comparison-and-contrast arrangement

include:
a. Rural life urban life
b. The mother as a career woman or as a full-time homemaker
c. Divorce vs. legal separation
d. Your life now with your life ten (or twenty) years ago
e. Views of fidelity held by women and held by men
A comparison-contrast essay takes a close look at two separate Ideas -

technologies, cultures, people, events, and so on. The writer explains the ways in which
the two are similar and the ways in which they are different. The well-written
comparison-contrast essay provides the reader with fresh insight into two topics by
examining how they relate to each other.
Tasks One Technology Another Technology
send messages e-mail telephone

travel on land gas-electric hybrid car fuel-cell car
travel in the air propeller-driven jet plane
play music D player MP3 player
cook food microwave oven gas oven
Note: Comparison-contrast topics have a balance of similarities and differences.
Here’s a paragraph that compares and contrasts the Chevrolet Corvette and the
READING AND WRITING
Porsche 944 Turbo. 60
SKILLS
Car Wars
Recently I was faced with a decision that sooner or later most of us confront:
which car to buy. In Mr. Wright’s economics class, we are taught to be careful
consumers, so I spent many hours of research before I made my decision. The major
points of comparison in automobiles, I discovered, are performance, comfort, and
economy, so I applied these factors to the two cars in the running for my dollars:
Chevrolet Corvette and Porsche 944 Turbo.
The performance of the two cars was very close, especially when you consider
the tiny differences at the speeds involved. However, I was able to get the “Vet from 0
to 100 kph in exactly six seconds. In cornering, the Porsche was marginally superior, but
the Corvette was the clear winner in braking. From 100 kph, it came to a complete stop
in 68 meters; the Porsche went almost two meters farther before stopping.
Comfort was my next concern, and here I gave a slight edge to the 944. Both
have luxurious seats that provide support and comfort no matter what kind of twists
and turns the car performs. The dash and instrumentation are a matter of personal
preference, and I like the no-none sense clarity of the European gauges better than the
somewhat cluttered and flashy appearance of the Corvette interior. Fit and finish are the
superior in the Porsche, and sound systems are pretty close, though I gave the nod to
the ‘Vet in this category after playing K.D. lang’s “Absolute Torch and Twang” album at
full volume on the built-in CD player in both cars.
Finally, keeping my economics class in mind, I examined the financial

implications of each purchase. The list price in the Corvette’s favor by about $3000, and
it gets almost one kilometer more for every liter than the German Car. A quick check of
typical repair bills and the cost of replacement parts sealed this category firmly in the
Corvette’s corner.
If I put all the factors on a balance sheet and made my decision based on the
totals at the bottom of the page, I would purchase a Corvette without hesitation.
However, there are many intangible factors that weigh heavily in a decision about cars.
Mr. Wright would never understand (he drives a seven-year old Hyundai), but as I got
out my checkbook, I asked for the Porsche. The salesman seemed to understand.
From: Norton, S., Green, B. (1991). Essay Essentials. Toronto, Canada.

NAME: AND WRITING
READING DATE: 61
SKILLS
Activity 1
Answer the following questions:
1. Which method of organization has this writer used for his comparison? Is it the
most appropriate in this case?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
2. Blueprint the essay as it would appear in this method.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
3. What other points might the writer have chosen in comparing the two cars?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. What audience does this writer have in mind for his essay? What is his purpose
in writing? What is your reaction to the writer’s conclusion?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
From: Norton, S., Green, B. (1991). Essay Essentials. Toronto, Canada.

NAME: DATE:
READING AND WRITING
SKILLS
Activity 2
Write C if the sentence states SIMILARITY and X if it states CONTRAST between two
persons, places, or things. Be guided by the expressions in italics.
1. The Europeans were into booze while the Chinese, being Asians, were not
quick to appreciate the magic of vodka.
2. Just like the Chinese, the Americans create very strong cultural influences
on other people in the world.
3. The superior man blames himself, whereas, the inferior man blames
others.
4. The Spaniard thought Filipinos were very like the Spanish.
5. Not like other Asians, the Filipino is unique.
6. Japan unlike the Philippines is highly industrialized.
7. The feelings of a mother in Asia are basically different from the feelings of
a mother in Europe or America.
8. The Occidental says, “Good bye,” while the Oriental says, “God be with
you.”
9. The American time suggests punctuality; on the other hand, the Filipino
time implies the flexibility.
10. Chinese opera in similar to Western opera in that it combines singing,
reciting, acting, and dancing.
NAME: DATE:
READING AND WRITING
SKILLS
Activity 3
Complete the following sentences by using the appropriate expressions to show
SIMILARITY or CONTRAST.
A. Similar to B. Just like C. Different from D. While
1. The Balinese perform outdoors most of the time, _________the Indians

usually hold performances either on stage or in a covered courtyard.
2. Chinese opera is ______Western opera in that it combines singing,
recitation, acting, and dancing.
3. The tanka expresses an emotion in five lines; _______the haiku also
expresses a feeling but only in seventeen syllables.
4. _______the fable and anecdote, a legend tells a story.
5. The feelings of a mother in Asia are basically ______the feelings of a mother
in Europe or America.
SKILLS
Writing a Thesis Statement
A thesis statement offers the focus of your essay. For comparison-contrast

essay, your thesis statement should name the two topics and sum up the comparison
and contrast.
Two Topics + Comparison and Contrast = Thesis Statement
Hybrid and both fight Hybrid and fuel-cell cars

fuel-cell cars pollution; one, the both battle pollution,
car of today, the but one is the car of
other, the car of today, and the other
the future is the car of the future.
Some general guidelines for writing a thesis statement:
1. Never begin with an open-ended question.

2. Include only those points you plan to discuss in your essay.
3. Discuss specific and relevant information.
Good thesis statements are:
Analytical – breaks down the topics into parts and analyzes them individually.
Expository – explains a process to the reader
Argumentative – asserts or claims and justifies it.

SKILLS
NAME: DATE:
Activity 1
Write a thesis statement of the given topic and controlling idea.
Topic Controlling Idea

Thesis Statement
1. Homeless in Manila 1. Increase support is needed

(Argumentative)
2. Marijuana 2. Assists with debility diseases
(Expository)
1. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________

SKILLS
NAME: DATE:
Activity 2
Transitions. Which of the following transitions does not belong to the group?
1. A. Therefore B. Thus
C. Moreover D. And so E. Finally
2. A. As a matter of fact B. Nevertheless
C. Furthermore D. In addition E. Moreover
3. A. Consequently B. For instance
C. For example D. Li E. Also
4. A. Meanwhile B. Since
C. Then D. Afterward E. Indeed
5. A. On the contrary B. On the other hand
C. However D. In fact E. Otherwise
6. A. In spite of B. At the same time
C. Correspondingly D. Similarly E. Much like
7. A. Contrastingly B. On Account of
C. On the contrary D. Conversely E. Instead
8. A. To conclude B. To begin with
C. In the beginning D. To start with E. Firstly
9. A. Accordingly B. As a consequence
C. As a result D. Hence E. Essentially
10. A. Nonetheless B. However
C. Nevertheless D. In spite of E. Eventually
Write Source (2012) Kemper Dave, Sebranek Patrick,

and Meyer Verne: Houghton, Mifflin Harcourt.
English 2 (2004) Bouing Ronnie, Reyes Urbano,

Terso Elsa, and Zabala Consolacion

SKILLS
Lesson 3.6
Writing Cause and Effect Essay
1. Define cause-and-effect paragraph.

2. Know the purpose of a cause and effect paragraph.
3. Identify the guidelines in writing cause and effect essay.
4. Write cause and effect essays observing the guidelines.
The cause-and-effect method of development explains why something happens,

what causes it, what are the effects, and how it is related to something else. The
situations that use this method are similar to the following:
1. people whose occupations are influenced by the car

2. early marriage
3. fluctuating economy
4. oil price hike
Here’s a paragraph that shows the cause and effect of avalanches:
A huge snow that rushes down the side of the mountain, carrying large trees,
rocks, and other debris in its path is called an avalanche. Similar to landslides, it can be
more dangerous and destructive. An avalanche can occur and can also be triggered by
explosions or earthquakes when huge amounts of snow fall on layers of snow and
melting ice.
novella.mhhe.com
college ofthedesert.edu

SKILLS
NAME: DATE:
Activity 1
Read the article “TELEVISION” and answer the questions that follow.
In various ways, the invention of television changed the world. Television has
given the people the chance to see places, and watch events from around the world.
Today, television is now an important source of communication, allowing people instant
access to current events. In fact, over 98 percent of all U.S. homes have television.
Television had been through long process of invention. In the 1980s, an Italian
inventor, Marconi, discovered how to send signals through the air as electromagnetic
waves. His invention was the radio that gave other inventors the idea for the invention
of television. In the early 1900s, Philo Farnsworth, a young American, began to
experiment his idea to send pictures as well as sound through the air. This idea resulted
in the invention of the electronic television camera.
Vladimir Zworykin, an American scientist, invented the iconoscope, a television

camera, and the kinescope, the picture tube to receive and show the picture. In 1929,
Zworykin completed the television system.
How does television work? The picture that you see on screen is the result of
three steps. First, light and sound waves are changed into electronic signals. The light
and sound waves come from the scene that is being televised. Second, these electronic
signals passed through the air to be received by individual television sets. Third, the
television set unscrambles the signals, then a picture is “moved” from the original scene
to your television set. These three steps happen because electronic signals are produced
by light and sound waves. Light and sound waves are picked up and changed into
electronic signals by a camera and a microphone. The camera signals are called video,
and the microphone signals are called audio.
In the advent of digital technology, certain color signals are mixed to the video
to produce pictures in primary colors such as red, blue and green.
Today, television sets have bigger screens and clearer pictures.

www.homeschooldiscount.com
Choose the letter that corresponds to the alternate CAUSE AND EFFECT based from
the given information.
SKILLS
COLUMN A – CAUSE COLUMN B – EFFECT
1. Television pictures appear in color.
2. A camera picks up light waves.
3. Iconoscope and the kinescope were
invented by Vladimir Zworykin.
4. Electronic television is invented.
5. People can watch and hear people,
can go places, and events around the
world.
A. Color signals of red, blue, and green are added to the video signals.
B. The camera changes the light waves into electronic signals thus, video is
produced.
C. The first television system was made.
D. Television is invented.
E. Philo Farnsworth experiments his idea to send pictures and sound through the
air.
COLUMN A - CAUSE COLUMN B - EFFECT
6. More than 98 % of all U.S. homes have
a television set.
7. Electronic signals are received by
television sets.
8. Marconi invents the radio
9. A picture is “transferred” from the
original scene to a television set.
10. Digital technology is becoming
readily available.
A. Television has wider screens and clearer pictures.
B. Electric signals are unscrambled and changed into the original light and sound
waves.
C. The stage is set for the invention of television.
D. Television has become one of the world’s most important ways to bring about
messages, and help people access current events.
E. Electronic signals from the scene being televised are passed through the air.
NAME: DATE:
READING AND WRITING
SKILLS
Assignment
Write a paragraph using comparison and contrast. Choose one topic only.
1. The Human Brain and the Central Processing Unit (CPU)

2. Class Discussion from Website Surfing
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
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________________________________________________________________________
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________________________________________________________________________
SKILLS
Lesson 3.7
Persuasive Writing
1. Define persuasive writing.

2. Understand the purpose of persuasive writing.
3. Observe the guidelines in writing a persuasive essay.
A persuasive essay describes an issue, a position or opinion on a subject.

Political controversies force people to take sides. For example, you may oppose the use
of nuclear power plants to generate energy. Whatever position you take, someone else
will take the opposite viewpoint. In order to adopt your position, you’ll need to defend it
with a solid, well-organized argument.
One way to convince people to accept your side of a controversial issue is to

write a position essay. Writing a position essay means more than just airing your
opinions. It means organizing your ideas, supporting your position with facts and
persuasive arguments, and answering objections that others may have.
In this lesson, you’ll write a position essay about a national or international

political topic. You’ll consider some controversies, choose one, and then decide on your
position, gather evidence, and explore opposing viewpoints. Then you’ll write an essay
to convince others of the worthiness of your position. The more knowledge you have
about your topic, the easier it will be to defend your position.
A position paragraph has three main parts:
 The topic sentence states the position.

 The body sentences support the position and respond to an objection.
 The closing sentence restates the position
These are the guidelines in writing a position paragraph:

 Use serious language. Avoid sarcasm, overstatement, slang, cliché, and jargon.
 Use specific details. Show that you are well informed about the situation.
 Use a moderate tone. Avoid the extremes-sounding either flat or overly
emotional.
iit.edu
SKILLS
WRITING GUIDELINES
Subject: A national or international political controversy

Form: Position essay
Purpose: To convince people to accept your position
Audience: Classmates and community members
Vocabulary
Work with a partner. Read the meanings and share answers to the questions.
1. An objection is a statement of doubt or disagreement.

What is an objection to a longer school day?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. A position is an opinion or belief.

What is your position on cell phone use in cars?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. A controversy is simply an issue that makes people turn against each other
What is the controversy between the Philippines and China?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

SKILLS
NAME: DATE:
Activity 1
Create a T-graph. Think about controversies in your school or community-any issue
that make people take sides. Write the controversy at the top of a piece of paper.
Create a T- graph to list arguments for and against the idea. Last, write your own
opinion about an issue.
Controversy: The Department of Education is requiring each senior student to take an

online class before graduating.
Arguments for. . . Arguments against...

_______________________________ ________________________________
_______________________________ ________________________________
_______________________________ ________________________________
_______________________________ ________________________________
_______________________________ ________________________________
_______________________________ ________________________________
_______________________________ ________________________________
My opinion: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

SKILLS
NAME: DATE:
Activity 2
Write a position paragraph with a topic sentence, arguments for your
position, an answer to an objection, and a closing sentence. Choose one of the topics
below:
Examples of Political Controversies

 Political campaign contributions
 Electronic voter registration
 Educational Requirements for Presidential Candidate
________________________________________________________________________
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SKILLS
Lesson 3.8
Writing Chronological, Spatial and Logical Paragraphs
1. Understand the purpose of chronological, spatial and logical writing.

2. Identify guidelines in writing chronological, spatial logical paragraphs.
3. Observe the guidelines in chronological, spatial and logical writing.
CHRONOLOGICAL DEVELOPMENT
This type of development is very common in historical writing and biographies.

It is perhaps the oldest and most frequently used of the three methods. People usually
tell what happened and use the chronological method of writing. The writer records
events in the order in which they occurred.
Chronological development uses transitional words that refer to time like: then,
when, during, after, before and meanwhile. Their main purpose is to make time
relationships between events clear. When the time sequence is clear and
straightforward, the readers can follow a narrative with ease.
One important thing to remember about chronological narration is the proper

sequence of events according to the time they occurred. If you are writing your
autobiography, you would naturally begin from the time you were born, then proceed
to tell about your infancy, your childhood, and your adolescent years to the present.
In chronology, you need not mention the year always. Terms like sometime
later, a few years after, some three or four years after that, shortly after that, a decade
later, will help the reader follow easily the events as they happened.
murraymiddleschool.cuipldogs.net

SKILLS
The following paragraph illustrates the effective use of chronological order.
LOVE DID
A park ranger in Virginia, USA was struck by lightning seven times in his entire
life. He miraculously survived through it all – an experience that is now a new record!
Roy C. Sullivan was first hit by lightning in 1942 where he lost his big toe nail. In July
1969, he lost his eyebrows; in July 1970, his left shoulder seared; on April 16, 1972, his
hair was set on fire; on August 7, 1973, his hair was set on fire again and legs seared; on
June 5, 1976, his ankle was injured; on June 5, 1977, his chest and stomach were
burned. In September 1983 he committed suicide because he was rejected in love.
archive.org

SKILLS
NAME: DATE:
1. What happened to Sullivan in 1943? 1969?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How many times was his hair set on fire and when did this happen?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What tragic incident happened to him in 1976?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What finally happened to him in 1983? Why?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
agham.asti.dost.gov.ph
www.nationjunior.net

SKILLS
NAME: DATE:
Activity 1
Direction: Arrange the events in chronological order from A to E.
A. It was my first experience to join the beauty contest.
_____ Finally, being a confident and strong person, I was able to get what I wanted- a
title holder of this beauty contest.
_____ After the training, all my insecurities and doubts about myself were gone.
_____ First, I was confident to join the beauty contest because they chose me as a
representative of our barangay.
_____ Next, our barangay supported me to attend the training that I can boost my
confidence to face different kinds of people.
____ Later, I prayed and thanked God that I became a strong person to face my fear.
B. Beth and Luisa have been friends for a long time.
_____ Now, they are both in Grade 11.

_____ Since third grade, they have been in the same homeroom class.
_____ When they first met, each was five years old.
_____ In fifth grade, they both took guitar lessons.
_____ During fourth grade, they joined the Girl Scouts and did their project together.

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NAME: DATE:
Assignment
Choose one of the topics to write an example of a paragraph observing chronological
order.
1. An encounter that changed your life
2. Your first day in college
3. A memorable journey
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SPATIAL DEVELOPMENT
Spatial narration is one method of paragraph development which describes

physical setting. A writer may start from the left to the right, from top to bottom or from
far to near. His purpose is to arrange the description so that his reader may easily
visualize the setting which he is describing.
Here is an example of paragraph development using spatial order:
As you enter my house, you find two sofa at the sala. Near the far end of the
sofa on the right side is a stand fan. A television set, a VHS and the telephone are found
in one corner. Side tables are found near the sofa on the left side.
A cabinet which doubles as a divider separates the sala from the dining room.
The side of the cabinet that faces the sala contains books, cassettes, plaques and other
decorative items. The side facing the dining room contains beautifully arranged sets of
dinnerware and silverware. The cabinet is covered with glass.
Source: Pediatric Blood and Cancer, 2015

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NAME: DATE:
Activity I
Direction: Arrange the sentences in spatial order using the letters A – E.
Travelling from Philippine General Hospital to Manila City Hall
_____1 Right after the Ayala Boulevard intersection, you see the Philippine Normal
University.
_____2 If you are still facing North, the Manila City Hall is the building with the clock
tower to the right.
_____3 Take any north bound jeepney right in front of Philippine General Hospital.
_____4 Get down about 50 meters after Philippine Normal University.
_____5 The jeepney will pass through four major intersections: Padre Faura, UN
Avenue, Kalaw and Ayala Boulevard.
Activity 2
Direction: Imagine yourself on top of a hill. As you visualize the scene, write the details
on a sheet of paper. Arrange these details into a paragraph using spatial order.
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LOGICAL DEVELOPMENT
Logical narration follows the rule of logic or reasoning. The sun, for example, has
to rise in the morning before it can light our world. It has to set in the evening before
the darkness overcomes our place.
Here is an example of narrative writing using the logical order.
Eduardo is a serious student. He reads his lessons before coming to class. He

does his homework, submits assignments on time, and participates in class discussions
with all eagerness. He even has good attendance. As a result, he passed all the
examinations, and at the end of the term, he naturally and logically expected to get
good grades in all his subjects.
On the other hand, another student comes and goes, and he is often late. He
never bothers to study his lessons and spends his free time doing wasteful activities. In
class, his interest is never in the lesson. If this student expects his teachers to give him a
passing grade, he is being unreasonable and illogical.
There are also adults who can be illogical. Take a look at some of our country’s
leaders. Instead of serving the people, they cheat them and do things for their personal
gain, and yet they expect the people to like them, respect them and worst of all, re-elect
them to public office. How unreasonable! How illogical!
If we want to achieve something, let us work for it. If we want people to think
well of us, let us do good. If we want to call ourselves Christians, let us always do what
Christ teaches us to do. That’s logical.

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NAME: DATE:
1. What must a student do first before he may rightfully expect to get good
grades?
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2. What logically lead to poor or failing grades?

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3. How do we get the things we want in life?

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4. How does one become a Christian?

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NAME: DATE:
Activity 1
Direction: Arrange the events in logical order using the letters A to E.
FALLING IN LOVE
______ You become steady.

______ You begin to notice each other.
______ You end up before the altar vowing to love and to hold on till death.
______ You begin to enjoy each other’s company.
______ The young man proposes marriage to you.
Activity 2
Organization of Details
Below are jumbled details. Put them in order by writing A for the first, B for the the
second, C for the third, D for the fourth, and E for the last detail.
TWO LANGUAGES
1. Of course, to label language in this way oversimplifies matters, but the

distinction is valid.
2. The other kind of language, the language of literature, seeks to awaken feeling
and attitudes.
3. One way to express these two jobs is to say that there is a language for science
and a language for literature.
4. One kind of language, the language of science, seeks to communicate as exactly
as possible the things to which it refers.
5. Language has two main jobs.
THE ESSENCE OF POETRY
1. Poetry appeals to our imagination, and to do so, use language in a special way.
2. Poetry makes us aware of life.

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3. In doing so, poetry gains the power to heighten and sharpen our sense so that
we see the world and life around in new ways.
4. It stabs us broad awake.
5. Like all literature, poetry lifts us to a new equilibrium above the petty or narrow
concerns that consumes the time of dull, unimaginative lives.
TWISTED THOUGHT
1. Your line moves slowly, but next to you is one that moves rapidly.
2. You are standing in line at a ticket window.
3. Thus, too often we find that through fate, we reap the opposite of what we
thought we had saved.
4. You see that the people who were behind you in the other line leave the
window and their mission completed.
5. You change to the fast-moving line only to find it has stopped moving.
PROCESS OF WRITING A GOOD PARAGARPH
1. Support the topic sentence you have formulated with adequate and specific
substance.
2. Proofread and write your final paragraph. Revise and edit each sentence you
have written for possible mistakes in grammar.
3. Arrange your supporting information according to time, space, or logical order.
4. Write your complete paragraph by using your outline as your guide.
5. Choose a topic and limit it to central idea that you can express in a complete,
clear topic sentence.
FOR A JOB INTERVIEW
1. In the morning, eat a good breakfast. Your will not function at its best on an
empty stomach.
2. Next, go to bed early the night before the interview. Getting plenty of sleep is
important.
3. Finally, try to relax during the interview.
4. Prepare for the interview the day before. Do this by selecting your clothes,
keeping the employees expectation in mind.
5. You should allow extra time to get to the interview. Arriving half an hour early is
better than one minute late.

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NAME: DATE:
Activity 3
TRANSITIONS: Supply the blank with appropriate transitional devices by choosing
from the parenthesis after each number.
__________ 1. Media give us information; _____, books also provide us with

information. (by comparison, anyhow, briefly)
__________ 2. Her flight was delayed for an hour; _____, she arrived in her destination
late. (consequently, otherwise, in addition)
__________ 3. Shirley can be shy and impatient; _____, she is sometimes very helpful
and honest. (first, on the contrary, thus)
__________ 4. I have been teaching for a long time; _____, I have lots of experiences in
dealing with students. (otherwise, first, besides)
__________ 5. This year, the demand is decreasing; _____, the supply is increasing.
(on the other hand, briefly, next)
__________ 6. Jose Rizal serves as a model and inspiration to the youth; _____, a model
to the students. (likewise, as a result, in all)
__________ 7. Marcos ruled with an iron fist; _____, when he died, many Filipinos
wept. (or else, in short, in spite of that)
__________ 8. Angelo is absent in class; _____, he can’t take the examination.

(later, finally, therefore)
__________ 9. Alan thought that he lost his key; ______, he left it on the door.
(actually, in short, equally)
__________ 10. A car and a bus bumped in the highway; _______, it caused a heavy
traffic. (consequently, instead, admittedly)

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Lesson 4
Properties of a Well-Written Paragraph
Writing is probably one of the most difficult tasks in an English class. When you
were given a task to write, you had experienced staring on a blank sheet of paper,
confused on what to write about. Perhaps, it is either you really do not have any idea
on what to write about, or you have so many ideas that you do not know where to start.
Here are some reminders to observe for a well-written paragraph:
1. A well-written paragraph is readable. Readability is about the basic ability of a

reader to make sense of what is written.
2. A well-written paragraph is focused. Good writing has a goal to achieve. That

goal might be to sell something, to convince someone of something, or to
explain how to do something, but whatever the goal is, every line informs.
Anything that doesn’t lead the reader towards that goal is stripped away.
3. A well-written paragraph develops gracefully. Good writing leads towards that

goal. That may be through the use of evidence in support of an argument,
through the relaying of a narrative describing events without gaps of reasoning,
unsupported assumptions, missing information, or anything else that would
cause a reader to stumble.
4. A well-written paragraph is concrete. The best writing, even when the subject is
an abstraction, brings its topic in the real world through examples, metaphors
and analogies and storytelling.
5. A well-written paragraph is well-suited for its audience. The writer knows what
will hold his audience’s interest: the language they speak and understand, the
beliefs they hold and share, the knowledge they acquired.
6. A well-written paragraph is compelling. It demands attention, through the

soundness and credibility of its argument, the power of its language, or
effectiveness of its lyric.
www.lifehack.org

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A student writer must also consider two very basic characteristics of a good
paragraph: Unity and Coherence.
Unity is concerned about the oneness of the ideas presented in a paragraph.

Every sentence in a paragraph must support the main idea expressed in the topic
sentence.
Coherence deals with how ideas stick together. If the sentences are related to
each other, a writer must also check whether the flow of ideas from one sentence to
another is logical and relevant.
Below is the general list of the characteristics of a well-written paragraph:
1. Clarity and focus - Good writing makes sense and readers don’t get lost or have
to reread passages to figure out what’s going on. Focused writing sticks with the
plot or core idea without running off or too many tangents.
2. Organization - A well -organized piece of writing is not only clear. It’s presented
in a way that is logical and aesthetically pleasing.
3. Ideas and themes - A piece of writing is considered well crafted when it contains
identifiable ideas and themes.
4. Voice - This is what makes you different from all other writers. It’s your unique
way of stringing words together, formulating ideas, and relating scenes or
images to the reader. In any piece of writing, the voice should be consistent and
identifiable.
5. Language (word choice) – A well-organized piece of writing includes precise and

accurate word choices and well crafted sentences.
6. Grammar and Style - For a piece of writing to be considered good, the writer
follows the rules of grammar. Style is also important to ensure that a piece of
writing is clear and consistent. Make sure you keep a grammar book and style
guide handy.
7. Credibility or believability - Even if it’s impossible, fiction must be believable

and nonfiction must be an accurate research that can make or break a writer.
www.writingforward.com

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8. Thought-provoking or emotionally inspiring - The reader responds to a good
writing. He goes away with a better perspective and new ideas. He closes the
cover with tears or a sense of victory. Thus, how readers react to your work
determines your success as a writer.
A writer must recognize quality in a piece of writing. He articulates why a piece

of writing succeeds or fails, as well as he recognizes the qualities in a piece of writing
even when it doesn’t satisfy one’s personal taste. These skills are needed when writers
review or critique other writers’ work, and when writers revise, edit, and proofread
their own work.
Good writing is achieved through a lot practice and hard work and responds to
the interests and various needs of the readers.

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NAME: DATE:
Writing Activity 1
Rewrite the paragraph below by checking if the flow of ideas from one sentence to
another is logical and relevant and the sentences observe fluidity and continuity.
Music is important to man. Music is important because it makes us happy.

Music makes us happy because we can dance or sing when we hear music. Music makes
us sad. Music makes us sad because sometimes the songs are sad. Music can make us
think. Music makes us think because the lyrics of the songs make us think. The lyrics of
the song “Too much love will kill you” will make you think. Is it true that too much love
can kill?
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NAME: DATE:
Writing Activity 2
Rewrite the paragraph below by observing unity and coherence:
First, the floodwater must be controlled to keep streets clear, but water pumps
cannot always access them. Flood creates problems for homeowners. So, many
communities leave the expense of clearing floods up to the homeowners; and some
homeowners cannot afford the expense of really cleaning up their areas. Always
potentially hazardous, water can damage houses and endanger those who live in them.
Moreover, water may seem harmless, yet it is not.
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Lesson 4.1
Establishing Coherence and Cohesion in Paragraphs
1. Understand the requirements for writing effective paragraphs such as

coherence and cohesion.
2. Use appropriate cohesive devices to achieve coherence in paragraph
development.
Effective writing development requires the appropriate application of unity,

completeness, order and coherence as well as to its readers. It occurs when the writer
relates or links his/her ideas explicitly through the use of a variety of cohesive devices.
These are necessary to ensure continuity in writing.
Cohesion is the grammatical or lexical relationship between the different

elements of the text. It may refer to the relationship between the different parts of a
text such as elements to a sentence, sentences to a paragraph, and paragraphs to a
whole text/composition.
Cohesion produces the main thread of the text. The meaning of the text unfolds
as some entity or circumstances, some relevant feature or argument persists from one
moment to another.
The cohesive chains form the main thread of the paragraph. The chain, for
example, can use the pronoun “he” and the pronominal adjective “his”. They are used
as the reference chain in the paragraph.
Constel English (Writing Segment Volume lV)

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NAME: DATE:
Activity 1
Fill in the blanks below by choosing among the details listed at the end of the
essay. Providing relevant details would depend on your judgment of how specific the
information that you need should be (coherence) and how it fits into the logical
structure of the preceding and succeeding information in the other sentences in the
paragraph (cohesion).
No. 1 has been answered for you.
Prejudice is the concept which, as far back in the 13 th century, describes any of
a
the following; injury by judgment or action that ignores the rights of another; _____; an
irrational behavior or attitude towards a person; hostility directed against a person, a
group, a race, or any characteristics associated with them. Prejudice is also related to
certain –isms that reveal how systematic and organized its application can be. These are
regionalism and nationalism, which are not bad in themselves, but which often trigger
(2 )
__________ on the part of those who, as an expression of their identity or cultural
membership, seem to regard all others as being less, inadequate, second-class,
(3 )
__________.
Hollingshead’s piercing description of social class calls our attention to the

(4 )
__________ logic that might just be the perfect way to catch a prejudiced reader off
guard. In fact, this may just be the point of his discussion: Confronted with the kind of
thinking and point of view that imitates their own, prejudiced readers can’t help but
agree. (5__________.
) What Hollingshead wants to achieve is not without its own
(6 )
__________; sometimes, the best way to understand a point is, precisely, to
misunderstand it. In other words, reading and resistance do not have to be (7 )
__________.
Perhaps there is no better topic for exploring (8 )

__________ than social class.
Everybody knows what social class is, yet, like Pandora’s box, its disclosure is met with
(9 )
__________, much like anyone’s reaction to an anticipated disease. Revelations, of
( 10 )
course, are hardly a positive thing – especially when it means __________. Furthermore,
to say that social classes exist is no less than an admission that democracy has failed in
its highest ideal: (__________.
11 ) ( 12 )
Hollingshead’s choice to use a __________ name such as
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it an incisive insight into the very source of prejudice itself: “small town” thinking. Like
all other forms of thinking associate with the (__________,
13 ) the name suggest a narrow-
mindedness, a way of seeing that can only be uncritical, insensitive, and (__________.
14 ) To
describe how Elmstowners see the world is to describe everything in black and white;
( 15 )
__________. In other words, to be an “Elmstowners” is to be acutely perceptive and yet
ineffective in separating fact from opinion, (__________.
16 ) It is a failure to go beyond the
convenient logic of (__________,
17 ) a failure to see truths rather than those that confer
power and privilege on the beholder.
Those who agree that class V people do have the characteristics Hollingshead
assigns to them might as well insist that (__________.
18 ) Although this sounds less harsh
and judgmental, it still ignores the fact that certain social realities as well as individuals,
for the most part, are responsible for creating cultural divisions, including social class.
(__________.
19 ) Negative insights into the issue of poverty that leads to condemnation and
the assignment of blame to victims rather than to those forces that perpetuate unfair
economic conditions are just(__________.
20 ) In the end, society succumbs to prejudice, if
only because it is by far the most economical and convenient means to avoid
(__________.
21 )
1. a. negative opinion based on insufficient knowledge

b. criticisms that are based on sound opinion and observable facts
c. observations that are based on experience alone
2. a. a host of negative opinions and false beliefs

b. unnecessary hostility and irrational behavior
c. unpleasant memories
3. a. and the worst human being that may be found in a civilized society
b. or even a negation of the ideal self they strive to be
c. or a complete loser who has no place in society
4. a. impractical, unnecessary
b. thoughtless, unclear
c. shallow, common-sense-like
5. a. understanding, after all, comes easy when one agrees

b. prejudice, after all, is about uncritical assumptions
c. agreement, after all, is the key to understanding what the writer wants to
achieve

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6. a. ambiguity
b. irony
c. significance
7. a. ambiguous
b. antithetical
c. always difficult
8. a. a false belief
b. covert hostility
c. prejudice
9. a. a certain dread and discomfort

b. shock and amazement
c. surprise and disbelief
10. a. making excuses for everyone

b. disturbing the public mind with false claims that have no immediate
relevance
c. intruding into the unspoken hostilities of a civilized status quo
11. a. the creation of a society of equals

b. the defense of liberty and freedom
c. the preservation of morals
12. a. anonymous
b. fictional
c. awkward and absurd
13. a. herd or the crowd

b. mentally deranged
c. common mass of nameless individuals
14. a. dangerously misleading

b. corrosive-that is, by shaping public opinion in ways that favor it own biases
c. unsympathetic in its analysis and judgment of social strife or human weakness

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15. a. one doesn’t need to read between the lines
b. one doesn’t need to see beyond the surface to know the difference
c. one doesn’t need to point out that black is always be black, and white will
always be white
16. a. right from wrong

b. the perceiver from the perceived
c. cause from effect
17. a. science
b. common sense or direct experience
c. observation and perception
18. a. class V people all over the world cannot expect to share the same rights and
privileges since they belong to the lower class.
b. class V people all over the world share a culture of poverty that naturally
turns them into what they are; people who lack motivation and discipline.
c. class V people deserved to be dominated by the higher classes since they
were born poor and cannot rise above their social status.
19. a. Idleness, laziness, and such attributes locally assigned to individuals as

personality traits simply reflect a capitalist orientation that benefits the working
class people with success goals.
b. After all, poverty all over the world is the problem that continues to plague
even the most economically advanced societies, reflecting population and
cultural trends that are here to remain for many more generations.
c. The fact remains, however, that any observer who has been acquainted with
poverty in any country, would agree that poor people continue to be poor
because they lack the necessary skill and attitudes that lead to success.
20. a. excuses designed to relocate responsibilities away from the status quo to
sectors in society who do not have to be persuaded by guilt conscience to help
the lower class.
b. rationalizations that have no meaning because they simply confuse the issue
and create new problems for those who are neither rich nor poor but who are
just willing to help the needy.
c. arguments that reveal how the issue of poverty is often politicized, leading to
claims that support the rights of the lower class in exchange for their voluntary
exile from the political, economic, and social life of the community.

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21. a. the problem of poverty created by an ever-growing population of lower-class
individuals
b. the question of ethical responsibility which every individual owes to his fellow
human being
c. the confusion of having to decide whether lower-class individuals should be
helped or not
Encounters Mastering English through Content

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CHAPTER 2
TEXT AND CONTEXT CONNECTIONS (CRITICAL READING)
Lesson 1
Explicit and Implicit Claims
1. Explain the difference between explicit and implicit claims.

2. Understand the guidelines on how to use implicit and explicit claims.
3. Identify implicit and explicit claims in the text.
4. Write arguments that use implicit and explicit claims.
One way to check if you understood the text is to be able to identify the ideas
that have been explicitly or implicitly stated of expressed.
Explicit claims are directly, precisely and clearly stated, analyzing what a writer
or speaker is trying to explain based on what he or she actually says. Successful readers
go beyond explicit ideas. We can easily identify them by linking them to the claim by the
word or concept “because.” For example, if I claim that Johnny is “guilty of murder,” the
first explicit reason is probably something like, because “he killed Jose””.
Implicit claims are not directly stated and they are assertions that can be
retrieved by reading between the lines. They are normally found in key assumptions
and context: when, where, why, who, what. Assumptions often infer values, and values
are often dependent on context. For example, the argument provides compelling,
seemingly valid evidence that Johnny did kill Jose. In other words, the first explicit
reason has been supported and we judge it valid. However, the logical link between
“kill” and “murder” is only implied and has yet to be established. The difference
between “kill” and “murder” will be determined by values and context: did Johnny kill
Jose on purpose, in an accident, in self defense, during a time of war. . .? These will
determine whether or not the claim is valid.
In the case cited above, the values will be codified in the law, and the context
will be determined by examining the evidence:
Claim : Johnny murdered Jose.
Explicit Reason : because “he shot him while watching the show.”

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Implicit Reason : “he shot him on purpose”
Implicit Reason : “the shooting was not justified” etc.
To prove an argument, we would need to find evidence supporting both the

Explicit and Implicit Reasons.
Proving an Explicit Claim is easy and can be done with references to facts, but
proving Implicit Claim requires context. Note also how it generates its own argument.
Arguments Consist of:
a. Claims – the main idea or the thesis which attempts to present or defend an
issue.
b. Reasons or Premise – a basis, or assumed on which reasoning proceeds.
To Find Explicit and Implicit Reasons, follow this formula:
1. State the source’s Claim/Thesis as accurately and clearly as possible; whenever

possible, try to do so by quoting the author’s own language/ words.
Claim Example: “The Magat River Dam should be removed.”
2. Locate and summarize the Explicit Reasons (ERs); state the ER as it followed the
Claim and the word ”because”. Again, however possible, do so using direct
quotes.
Explicit Reason Example “. .. because it is threatening the fish cage”.
3. Locate the Implicit Reasons (IRs) for each Explicit Reason. This will do a
combination of two things: it will state/ clarify/make obvious the logical
principles that connect the Explicit Reason to the Claim, and in so doing, it will
usually state/clarify/make obvious the cultural principle or values that connect
the Explicit Reason to the Claim.
To find the IR: Write an IF the IR (is true), THEN Claim (is true) sentence. You may need
or want to broaden the Explicit Reason to state the general value rule. But be careful
to state the line of reasoning as accurately as possible.
www.webpages.uidaho.edu

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4. Now, for each ER, you need two sets of information:
a. Evidence that the Explicit Reason is true. This is a matter of locating

QUOTATIONS and/or factual information. For the example, you simply need
to prove that the dam indeed threatens the fish cage. Note that proving this
is a matter of data, of numbers, and facts.
b. Evidence that the Implicit Reason is true. Locating evidence that the IR is
true can be tricky, as the IR is usually implied in the overall context the
source speaks to. Since the Implicit Reason usually refers to values (valuing
fish cage, valuing dams) and because context refers to “who, what, where,
when, why”, you then say, if your livelihood depends on fishing.
Note that this process may reveal inconsistencies in the source’s argument. You
may find, for example, that identifying the Implicit Reason disproves the argument. For
this reason, sometimes simply analyzing an argument leads directly to evaluating it:
once you’ve taken it apart, it may be obvious why it doesn’t work.
More likely, this process will reveal the heart of the argument and point us to
the real issues that need to be settled. In the initial example, if everyone agrees that
Johnny shot Jose, there’s no point spending a lot of time on this element of the
argument. The analysis may reveal that we only disagree about whether or not the
shooting was justified or intentional, so that’s where we need to invest our time.
www.gutenberg.org
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NAME: DATE:
Activity 1
Identify each of the following sentences as Explicit or Implicit claim:
___________ 1. The speaker’s intentions were not made______________.

___________ 2. The students found an ____________political statement in their
teacher’s remarks.
___________ 3. Let me be ____________. I do not support this.
___________ 4. We have not finalized the decision, but have an _______________
argument.

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JOSE RIZAL: The Modern Hero
(An excerpt)
Cornelius S. Mondoy
Writer. Poet. Novelist. Linguist. Doctor. Educator. Artist. Nationalist.

Revolutionary. Jose Rizal is a diamond of a hero who is rare, multi-faceted and brilliant.
He is “the first among Filipinos,” as Ferdinand Blumentritt, Rizal’s long time pen-friend,
said of him. He is genius and a master of many trades who used his talents to enlighten
the darkened minds of the Filipinos during the age of Spanish tyranny. Rizal is a
universal man, ”a” pearl of man,” the “pride of the Malay race”.
A Victorian hero is our usual portrait of Rizal. He is usually presented in
textbooks as the conventional hero type: prudent, dashing, cool under pressure, a
knight in shining armor, so to speak. However, Nick Joaquin in his book A Question of
Hero, presented Rizal as a modern man who conquered his inferiorities.
In the book, Joaquin presented Rizal as an existential anti-hero, anxious,
nervous, insecure, uneasy with his word, filled with complexes and feelings of insecurity.
According to Joaquin, Rizal was greatly aggrieved by his physique. When Rizal was
young, he was always teased by his sisters because of his frail body and often described
as a very tiny child with a disproportionately big head. Due to this, Rizal developed a
gnawing self-consciousness and inferiority.
Rizal’s inferiority complex was not without its positive side, however. It is feeling
of inadequacy that made him dynamic, and he continually looked for better ways to be
better than others. Jose Rizal’s dynamism was what made him a jack of many talents
and a master of many trades. What he lacked in physique he compensated by excelling
in many fields such as science, art, medicine, and literature. And, because of his
insecurities, Rizal strove to overcome himself and rise above the others.
“Rizal’s determination to excel in as many fields as possible was to show the
world that he was capable, that he was as tall as the next man. He proved he was very
much taller by rising above himself. If he had been born of normal height and with
normal composition, he might have led a normal life, might have accepted the world as
he found it and adjusted himself to it. And the nation would have lost a hero.”
Jose Rizal became a hero because he responded to the challenges of conquering
himself and he succeeded. In the end, he was finally able to accept a great
responsibility-he gave his life for his own country. From a weak, brave child, Jose Rizal
rose to become one of the tallest men in history.
From The Philippine Star,

December 20, 1997

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NAME: DATE:
Activity 2
1. Identify the explicit details that Rizal was a multi-faceted person.

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2. Identify the implicit details that Rizal was a very dedicated man to his country.
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3. Who was Rizal as a Filipino and as a Hero?

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4. Cite other famous men whom we can compare Rizal?

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5. What traits do they have in common?

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6. Do you want to be like Rizal? Why?

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NAME: DATE:
Writing Activity
Read the following silently alone or in pairs.
Ethical and moral value (in the sense of the essay) has an integrative meaning
which includes the ethical realm where intrinsic conscience points to rightness; the
moral realm where there is a deep sense of love, justice, wisdom, beauty, and courage;
and the realm of value where the ultimate worth of the unique and the universal in the
individual and in mankind takes root and serves as a source of creation.
Truth, self-knowledge, and insight, without reference to ethnic, are insufficient

as values in man’s search for meaning. Truth without character, without conscience,
without human concern, fails to attain the height of moral unity, the height of man’s
ideals. In the absence of an ethical focus, truth can be as destructive to man as it is
enlightening.
…
Thomas Aquinas says that in reality being, the true, the one, and the good are
by their very nature one and the same. Maslow concluded, from his studies of the
higher ideals and values in man, that no ideal could be defined in such a way so as to
contradict or exclude any other value. In its ultimate or final sense, Maslow states, truth
is beautiful; truth is good, truth is perfect, truth is just, truth is unitary.
Though I can understand viewing truth in these ways, I find that such views do
not always correspond to experience – That is, truth sometimes exists without ethnic,
without moral, without value. For example, the existence of leukemia is a matter of
truth but it is not beautiful or just or good. That which is true – that is, real, genuine,
correct, and lawful – may also be damaging, harmful, or impoverishing. The unique is
not necessarily just or good. The real is not necessarily simple or perfect or whole. The
correct or lawful is not necessarily just or beautiful or complete. The true may be
without ethic or moral, and, consequently corrosive and ugly. Value is required to create
a truth which is good, just, and beautiful, a truth with meaning and substance.
When I use the term good or right, I do not mean a property or thing that might
be labeled as good. Rather I mean the ultimate moral sense, which is not a law or a
definition but the law beyond the law, the internal directive that establishes meaning
and value. Morality refers to value, not values but the one guiding, determining,

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necessary light that is ideal, lofty, universal – ideal in Bonner’s sense as that which gives
meaning to reality while enabling which is to become consistent, just, whole.
There is a vital relationship between moral value and human behavior, between
one’s philosophy and one’s activities, between one’s sense of rightness and goodness
and one’s perceptions, feelings, and thoughts. This relationship has not been fully
recognized and understood. Too often the exclusive concern has been with behavior
and with personal and social change that result in more effective living. Yet, in one
sense, the moral realm is always present and influences the development of individual
creativeness and the nature of interpersonal relations. Healthy individual and communal
life require moral and ethical roots.
This does not mean that we should strive to construct final truths which will
provide a system of values to be automatically applied in every situation. On the
contrary, interaction which unites morality and truth is always expressed in a new and
vital way, and sometimes involves a struggle for genuine meaning. In such a struggle,
value should emerge as that which is good for man, both as an individual and as a
species. Such an absolute value, however, can never have meaning as a rule or precept,
but only in the existential engagement, in the struggle between persons or with life.
Value which emerges in authentic existence is as old as human history and yet it is
entirely new and fresh.
By value I do not mean a value system. Value is the absence of any system. It is
an ultimate, final, absolute moral and ethnic, which enhances goodness, touching the
individual to the roots of his existence and contributing to universal goodness. Although
self-choice, freedom of expression, and respect for the individual are important values
in the evolution of a healthy personality, they do not permeate character unless they
exist in a framework of morality and ethic, or as Kluckhohn says, unless they can be
justified morally and esthetically.
Value does not refer to preferences. Preferences are values but value is not a
preference, an alternative among alternatives. Value refers to worth as an ingredient of
being but also to an ingrained human condition that is infinite and enduring. The
meaning of value I am attempting to convey is similar to Plato’s discussion of love in
Symposium. In Plato’s words, it is:
…
unproduced, indestructible; neither subject to increase or decay; not partly
beautiful and partly deformed; not at one time beautiful in relation to one thing and
deformed in relation to another; not here beautiful and there deformed; not beautiful in

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the estimation of one person and deformed in that of another; nor can this supreme
beauty be figured to the imagination like a beautiful face, or beautiful hands, or any
portion of the body, nor like any discourse, nor any science. Nor does it subsists in any
other that lives or is, either on earth or in heaven, or in any other place; but it is
eternally uniform and consistent, and monoeidic with itself. All other things are
beautiful through a participation of it, with this condition, that although they are subject
to production and decay, it never becomes more or less, or endures any change.
www.gutenberg.org
A value system refers to beliefs, expectations, and preferences, which offer

direction and influence choice. But value is an integrating or unifying dimension of the
self. It is the quality that renders the person whole in the concrete moments of
encounter. As Dorothy Lee observes, we can speak about human value, but we cannot
know it directly. We infer value through its expression in behavior. Suzuki say: “… when
all the values are shut up in the depths of the unconscious in the limbo of oblivion, we
have the value in their genuine form. When we consider value, our inner experience is a
feeling of something definite, something absolute, and something essential to life.
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Value involves a sense of rightness that is in the nature of a command or

directive, but its origin in nature (apart from an intuitive awareness) remains a mystery.
The inner directive (the sense of value) is a commitment to life and to the continuity and
enhancement of life in its highest, most ideal forms. The really good is just so, no more,
no less. The good is just-so-ness. This just-so-ness is a unity and wholeness, a harmony
of all dimensions of man.
In modern society, ethical and moral value is not a central force in the
development of the individual. In education, the primary focus is on knowledge, skill,
and professional competence. In psychotherapy, the concern is with change toward self-
confidence, self-acceptance, realness in expression, openness to experience, increasing
individuality. Family involvement is centered in socialization, enculturation, and
adjustments.
But a man may be unusually competent and skillful as a murderer or thief. And a
man filled with self-esteem and confidence may enjoy success, competition, and victory
over others. A free and assertive personality may flourish, joyfully and reassuringly, in
the manipulation of others as a way to physical and social benefits and satisfaction for
him. Muscular
READING AND strength,
WRITING for example, can be used for battering, defeating, crushing; or107
it
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can be a form of self-discipline. Knowledge can be used for belittling, terrorizing,
aggrandizing, promoting class and caste prejudices; or it can be used in the direction of
self-awareness and enlightenment, towards justice, truth, and wisdom. Independence
and autonomy can be expressions of competition, exploitation, manipulation, power,
authority; or such qualities can grow out of a desire to stand out as a real person, to be
as one is, to evolve one’s unique talents.
It is not enough that the teacher inculcates a thirst for learning, originality, and
independence of thought. It is not enough that the therapist enables the development
of autonomy, self-direction, spontaneity, and trust. It is not enough that the parent
promotes health, and personal and social effectiveness. It is not enough for society to
condition the individual to a life of comfort, security, group adaptation, and adjustment.
It is necessary, as Maslow claims, that education and therapy reach into the moral realm
and achieve goodness by helping the individual to become more honest, good, just,
beautiful, whole, integrated.
The discrepancy that may exist between healthy personality and healthy
character was revealed clearly to me when I began to study in detail my experience, and
that of other persons, in psychotherapy. I saw an individual could change from a
frightened, withdrawn, guilt-ridden, dependent, repressed person to an open, assertive,
real, independent, autonomous being without evolving in a moral sense.
I remember Don, an adolescent, who changed from an inhibited, restricted

individual to an outgoing, socially effective, open person. His parents and teachers
regarded the change as a blessing. I, however, became somewhat alarmed when he
began to boast about his victorious, competitive achievements over the peers to whom
he had formerly felt distinctly inferior.
Thorne, B.. In Search of Value and Meaning,” Theology,

1979.
I was troubled further when he told me triumphantly how his mother would buy
a new car with the money she would get from an auto insurance company. By
prolonging the recovery of a foot injury, she would receive an increased settlement. Don
thought his mother was clever and reported excitedly how she had studied the
judgments of previous cases and had obtained advice from lawyer friends. The goal was
to “beat the insurance company at its own game;” strategy, watchful waiting, and
108
feigned indifference on settlement were the key methods. When you had knowledge
and influence on your side, you could badger, stall, exploit, get as much return or
benefit as the
READING AND situation
WRITING would bring. I asked Don whether this was honest, whether it
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was a healthy solution. I questioned him about the meaning of justice in settling the
claim, whether fairness and moderation were not more consistent with integrity and
rightness. He laughed and said only a fool would fail to exploit the benefits to the limits;
this was the typical and “normal” way of dealing with insurance companies on accident
claims.
…
Indifference to value and ethic is a sign of the sickness of man and society.
Perhaps this is the most devastating factor of all – indifference to the moral involved;
indifference to cruelty and pain; indifference to brutality; indifference to all the
moments that register as a significant violation of individual and human rights;
indifference to the inner feeling that a wrong direction Is being pursued, that a crime
against the human dimension is being carried out; indifference to the moral process;
indifference to all but administrative expediency.
Indifference in the moral realm grows out of years of indifference to the deep
regions of the self; out of years of conditioning to the system and its routines,
procedures, and processes, to rules and doctrines and external signs. The system
becomes paramount, ordering behavior and life. At the bottom, there is always an
ethical and moral value consistent with man’s evolution as a human being, a value
which can come to life in the concrete, immediate moments of experience.
The absence of value is powerfully illustrated by Yevgeny Yevtushendo in his

autobiography. He describes the thousands of Russians crowding into the square to see
Stalin’s coffin and pay him tribute. Suddenly the mob increases enormously; people are
stepped on and crushed. On one side of the square people are blocked by houses, on
the other by a row of army trucks. I continue with Yevtushenko’s description of the
ensuing horror:
“ Get those trucks out of the way!” people howled. “Get them out of here!”
“I can’t do it! I have no instructions,” a very young, tow-headed police officer

shouted back from one of the trucks, almost crying with helplessness. And people were
being hurled against the trucks by the crowds, and their heads smashed. The sides of
the trucks were splashed with blood. All at once I felt a savage hatred for everything
that had given birth to that “I have no instructions,” shouted at a moment when people
were dying because of someone’s stupidity. For the first time in my life I thought with
hatred of the man we were burying. He could not be innocent of the disaster. It was the
“no instructions” that had caused the chaos and bloodshed at his
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funeral. Now
READING ANDI was certain, once and for all, that you must never wait for instructions 109
WRITING if
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human lives are at stake – you must act. I don’t know how I did it, but working
energetically with my elbows and fists, I found myself thrusting people aside and
shouting “Form chains! Form chains!. . .” And now people understood. They joined
hands and formed chains. The strong men and I continued to work at it. The whirlpool
was slowing down. The crowd was ceasing to be a savage beast. “Women and children
into the trucks!” yelled one of the young men. And women and children, passed from
hand to hand, sailed over our heads and into the trucks. One of the women who were
being handed on was struggling hysterically and whimpering. The young police officer
who received her at his end stroked her hair, clumsily trying to calm her down. She
shivered a few times and suddenly froze into stillness. The officer took the cap off his
straw-colored head, covered her face with it, and burst out crying.
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This is entirely the point! We must not live by instructions, by rules, by social,
administrative or therapeutic directives but by moral strength, individual and universal
value, spiritual strength that can be exercised in moments of life with other persons
when freedom and choice and responsibility are not enough, where there are no
instructions but where moral and ethical value provides the directive which gives
essence to existence and brings an internal sense which carries its own instructions in
the regions of the spirit and the heart and the mind of man.
From the book: Creativity and Conformity by Clark Moustakas

READING
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Activity 3
Understanding Explicit Content.
One way of checking if you understood the text is to be able to identify the
ideas that have been explicitly stated or expressed. In this activity, identify the
significant part of the idea which has been left out by choosing a, b, c, or d.
No.1 has been answered for you.
1. According to the author, morality is the ultimate, moral sense that refers to
a. More or less the interaction between religious values and those that are
advanced by progressive social institutions
b. Anything – a property or thing – that might be labeled as good
c. Values which are based on perceptions, feelings, and thoughts
d. A universal idealism found in nature which gives meaning and value to
reality
2. The relationship between moral value and human behavior has often been
clouded by
a. Exclusive concern with accepted behaviors that lead to effective living
b. Exclusive concern with philosophies defining the meaning of goodness
c. Uncertainties regarding the real distinction between goodness and rightness
d. Uncertainties regarding the real distinction between good and evil
3. According to the author, the ethical realm refers to all of the following except
one:
a. It is conscience that permits one to distinguish right from wrong.
b. Like value, it allows truth, justice, and wisdom to have meaning and
substance.
c. It allows human beings to distinguish between the practical and the
necessary.
d. Together with conscience, it is genuine concern for the well-being of others
that ultimately leads to rightness and goodness.
4. The realm of value pertains to any one of the following except:
READING
a. AND WRITING
a system 111
made up of the different values such as truth, courage, wisdom,
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and justice which an individual or society chooses from him/itself
b. an ingrained human condition which is enduring, eternal, infinite, and
unchanging
c. a sense of rightness and goodness which is committed to the continuity and
enhancement of life.
d. a quality both unique and universal that is concretized in one’s interactions
with others and leads to self-integration and wholeness
5. Value systems are related to what the author meant by value in the sense that
a. Values systems are the concretization of the abstract and integral meaning
of value
b. Value systems refer to preferences which direct and influence choice while
value is not a preference but something internal and unifying
c. While value systems give direction and influence choice, a sense of value is
an intuitive awareness of what is good
d. b and c
Encounters: Mastering English through Content

NAME: AND WRITING
READING DATE: 112
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Activity 4
Deriving Implicit Claims from Explicit Statements
Take note that a claim is an assertion, a statement, which may either be true
or false depending on the quality of its argument, its logical coherence or its factual
content. In relation to this, implicit claims are assertions that can be retrieved by
reading between the lines or by analyzing what a writer or speaker is trying to say
based on what he or she actually says – the explicit. In this activity, the goal is to
identify the implied ideas behind each paragraph based on your understanding and
interpretation of Moustakas’ essay on ethical and moral value. Complete the implied
idea written in bold by choosing a, b, c, or d.
No. 1 has been answered for you.
1. Moral value is related to human behavior in the same way that one’s philosophy
and sense of rightness and goodness may influence perceptions, feelings, and
thoughts. In this case, the relationship between moral value and human
behavior is one of
a. cause and effect c. complementary
b. contrariness d. implication
2. Morality and value are related in the sense that both refer to an ideal,
something lofty, universal. If value can never have meaning as a rule or precept
but only in the struggle between persons or with life, it follows that
a. absolute morality is as impossible as absolute value
b. any interaction that unites morality and value must be lofty, universal
c. morality, like value, is an idealism that is realized only in concrete struggles
and conflicts between real human beings in the world
d. morality, like value, leads to conflict
3. Since the meaning of goodness and rightness depends on a directive that lies
within the person – that is, in his or her own intuitions and experiences – it
follows that the rightness and goodness that coincides with the true meaning
of value is
a. lofty, universal, and enduring
b. deeply ingrained in one’s humanity and social being
c. always changing, depending on social expectations and conventions.
READING
d. AND WRITING
not found 113
in any value system that currently exists in any culture or society
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4. Freedom is one example of a value that, may be good or bad, depending on the
moral and ethical framework, by which it is judged. Without any value sense, a
person may be his or her freedom to infringe on others’ freedom, hurting
people in the process of imposing his or her own choices. Freedom co-exists
with other virtues such as truth, justice, intellect, talent, choice, responsibility
and should be integrated with these virtues in order to be ethically and morally
good. Freedom of speech can therefore be good or bad depending on
a. how the audience reacts to the speaker’s message
b. whether or not it is used within the bounds of the law
c. whether or not it arises from one’s intention to fight oppression and bring
about social change or cultural reform
d. whether or not it is balanced with the need for truth and justice, and is in
harmony with all the other virtues
5. Since the true, is one, and the good are the same as Thomas Aquinas says, then
there is no way the good may, for example, exclude the one and the true.
Maslow agrees that no ideal can contradict or exclude other values. If truth be
perfect, then it is also beautiful, just, and good. Moustakas, however, disagrees.
He thinks that in order for any truth to have value, it must, first and foremost,
be used within an ethically justifiable framework. For him then, “truths” cannot
a. be beautiful, just, and good as Thomas Aquinas claims
b. be considered independently of the motives and interests of those who
uphold and depend them
c. exist in a moral vacuum where they are always morally or ethically good
d. contradict or exclude other values
Encounters: Mastering English through Content

SKILLS
Lesson 1.1
Claims of Fact
1. Define the meaning of claims of fact.

2. Know the guidelines in writing and defending Claims of Fact.
3. Suggest possible research topics that support Claims of Fact.
In informal argumentation, Claims of Fact assert that a condition existed, exists,

or will exist and are based on facts or data; center around a critical analysis of the text;
point out whether something is true or untrue, but there must always be the potential
for controversy, conflict and conversion.
Example: The sun is shining today.
Not a claim of fact:

a. signs and symptoms of a medical emergency
b. defendant accused of a crime
These are Guidelines in Writing and Defending Claims of Fact:
Claims of Fact Defending a Claim of Fact
Claims of fact risk the problem that

the factual map is constantly being Claims of fact are clearly stated.
drawn. New data always force us to
give our conclusion.
Claims of fact are often qualified by Define terms that may be

such terms as generally, probably, or controversial or ambiguous.
as a rule.
To be valid, claims of fact usually Make sure that your evidence is

include sufficient and appropriate sufficient, accurate, recent, typical,
date. and comes from reliable authorities.

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Claims of fact must rely upon reliable Make clear when conclusions and
authorities or they are worthless. inferences of interpretations with
Especially in the age of the Internet, facts.
teachers must explain that a source’s
reliability is often ambiguous and
debatable.
Claims of fact must recognize the Arrange your evidence in order to

difference between facts and emphasize what is not important.
inferences.
Examples of Claims of Fact (Possible Research Paper Topics)
1. The possibility of an intensity 8 earthquake to hit some areas in Metro Manila is

great enough that the Philippine government should be finding plans to prevent
many casualties.
2. Generally, public secondary schools in the Philippines are not adequately
preparing students for college.
3. The death penalty as used in the Philippines is ineffective and impractical.
www.scs.k12.tn.us

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NAME: DATE:
Writing Activity:
Think of 3-4 claims of fact as a problem. These claims of fact must be specific
as to time, place, people involved, and situation, can be investigated through
interview or fieldwork. To assess its level of truth and explore every angle of the
problem, use descriptive and analytical writing.
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www.nyu.edu
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Lesson 1.2
Claims of Policy
1. Understand the definition of Claims of Policy.

2. Explain the guidelines in writing claims of Policy.
3. Construct good reasoning or solutions or responses using the claims of fact.
Claims of Policy provide a solution or another series of questions in response to

the claims of fact. They are often procedural, organized plans. In medicine, claims of
policy debate the best treatment for a certain condition. For example, Johnny has a bad
back caused by a herniated disc. It is imperative that he fixes this problem because he is
a fitness instructor. But there are three competing claims of policy for his treatment:
back surgery, chiropractic treatment, or massage/exercise/postural retraining. A doctor
posits that the third claim of policy is the best way to solve the initial claim of fact.
Lines of Reasoning:
1. In law, the claim of fact posits that Jim Santos is guilty of killing his wife.
2. The claim of value would investigate intent, whether it is first-degree,
manslaughter, accident or whatever.
3. The claim of policy would determine the punishment, be it acquittal,
imprisonment, execution, etc.
www.nyu.edu
Proof Requires:
1. Making proposed action
2. Justification
3. Plan (must be workable)
4. Benefit (advantages)
5. Opposition/Counter arguments

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These are Guidelines in Writing and Defending Claims of Policy:
Claims of Policy Defending Claims of Policy
Claims of Policy argue that certain When you are defending a claim of
conditions should exist. policy, you must make your proposal
clear. Terms should be precisely
defined.
Claims of policy advocate adoption When you are defending a claim of

of policies or courses of action policy, if necessary, establish that
because problems have arisen that there is a need for change.
call for solutions.
Almost always “should” or “ought When you are defending a claim of

to” or “must” are included in the policy, consider the opposing
claim. arguments. You may want to state
them in brief paragraph in order to
answer them in the body of your
argument.
When you are defending a claim of

policy, devote the major part of your
research paper to prove your
proposal in an answer to the
opposing arguments.
Support your proposal with solid

data, but don’t neglect moral and/or
common sense reasons, which may
even more persuasive.

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Examples of Claims of Policy (Possible Research Paper Topics)
1. The Philippines should move toward normalizing diplomatic and trade relations
with China.
2. Fetal tissue research should not be funded by the Philippine Government.
3. “Recovered memory” should be disallowed as evidence in courts.
www.scs.k12.tn.us
www.nyu/classes/keeper/nature/ww2claims.pdf

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NAME: DATE:
Activity 1
Identify each statement as a Claim of Fact, Claim of Value or Claim of Policy. Explain
your choice.
1. Death penalty is immoral in the Philippines.
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2. The Philippines should normalize diplomatic and trade relations with China.
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3. The policy of an intensity 8 earthquake hitting some areas in Metro Manila

is strong enough that the Philippine government should plan to minimize
casualty.
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Lesson 1.3
Claims of Value
1. Understand the meaning of claim of value.

2. Know the guidelines in writing claims of value.
3. Apply the guidelines in writing claims of value by giving examples.
Claims about value generally lead to essays that evaluate. Anytime a writer
places value on someone or something as “the best” or “superior”, that writer is making
a claim about value. Claims of value attempt to prove that some things are more or less
desirable than others. They are easier to understand because of the many definitions:
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josenglishsite.info
1. Claims of value examine your topic in terms of the phrases, “it is better to..., it is
unethical that..., it is wrong to..., it is more beautiful than...”
2. Claims of value also involve “taste” in art, literature, music, film, food, etc.
3. Claims of value involve judgments, appraisals and evaluations.
4. Claims of value have a bias of sorts and often embedded in social, religious,
and/or cultural values.
Claims of value ask the following questions.
1. What are the competing values around the topic?

2. Is it good or bad in whose eyes?
3. Has the value been properly applied to the claim of fact?
www.scs.k12.tn.us

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These are Guidelines in Writing and Defending Claims of Value:
Make clear that the value or principles

Claims of Value make a judgment you are defending should have priority
on a scale of values over competing
values or principles others defend.
Claims of Value express disapproval Suggest that adherence to the values

and/or approval. you are defending will bring about
good results.
Claims of Value attempt to prove that Some values are abstract. You should
action, belief or condition is right or use real-world examples and
wrong, good or bad, etc. illustrations to clarify meanings and
value distinctions.
Some claims of Value are simply It is highly persuasive to use the

expressions of taste, preferences and testimony of others to prove that
principles. knowledgeable or highly regarded
people share your values.
Many claims of Value, however, can

be defended or attacked on the basis
of standards. You have to arrive at
reasonable standards that readers will
accept.
www.scs.k12.tn.us

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Claims of Value require:
1. Establishing standards of evaluation

(ie. a warrant that defines what constitutes instances of the relevant value).
2. Noting priority of the value in this instance.
3. Establishing the advantage (practical or moral) of your standards.
4. Using examples to clarify abstract value.
5. Using credible authorities or support.
While writers should always anticipate how to respond to the opposing

viewpoint, it is particularly crucial to do so when dealing with a claim about value. For
example, people who are blind have a unique culture of blindness, and many believe
that living a visionless life is better than living a seeing-life. To properly address this topic
and claim, one must anticipate and respond to the opposing viewpoint that seeing life
has a significant benefit.
Another example is that of Ultimate fighting Championship (UCF). One could

argue that UFC is a dehumanizing sport. The anticipated opposing viewpoint could be
that UFC fighters undergo extensive training and skill-based martial arts, thus making it
viable athletic competition.
www.mesacc.edu
Examples of Claims of Value which are possible research paper topics:
1. The death penalty as applied in the Philippines is immoral.

2. The use of civil disobedience during the Civil Rights struggle was reasonable,
moral, and necessary.
3. Fetal tissue research is wrong.
4. Reality show is not as entertaining as TV drama series.
www.scs.k12.tn.us

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NAME: DATE:
Writing Activity
Think 3-4 Claims of Value that make judgment, express disapproval or

approval, attempt to prove that an action, belief or condition is right or wrong, and
can be defended or attacked on the basis of standards.
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Lesson 1.4
Fact and Opinion
1. Understand the meaning of fact and opinion.

2. Apply strategies to distinguish if the information being presented is a fact or an
opinion.
3. Form own views and judgments about a certain issue or topic.
When reading a story or an article, it’s helpful to evaluate whether what you are
reading is a fact or an opinion. This way, we are able to form our own views and
judgments about certain issue or topic. It will help us identify factual information and
data that we can share with others or use for research purposes.
A fact is a statement based on evidence that can be checked or proven.
An opinion is a statement of what someone believes or feels. It differs from

one person to another.
Strategies to distinguish if the information is a fact or an opinion:
1. As you read, ask yourself “Can this statement be proven?” and “Is this what
someone believes or feels?”
2. A statement based on evidence that can be checked or proven true is a fact.
3. A statement of what someone believes or feels is an opinion.
4. Words such as think, believe, probably, beautiful, and good are clues that a
statement expresses an opinion.

SKILLS
NAME: DATE:
Activity 1
Read this passage that contains fact and opinion statements, and organize these
details in a graphic organizer.
What’s a Jackal?
To this writer, the jackal is the most interesting member of the dog family.
Jackals are wild dogs that live in parts of Africa, Asia, and Europe, whereas domesticated
dogs live almost everywhere. The jackal has a narrow head that resembles a fox’s head.
It may not be quite as handsome as the wolf or the dog, but it is surely just as
fascinating!
Statement Fact Opinion Clues

The jackal is the most
interesting member of
the dog family.
Jackals live in parts of

Africa, Asia, and
Europe.
Jackals have a fox-like

head.
It may not be quite as

handsome as the wolf
or the dog but it is
surely just as
fascinating.
Scholastic Reading Skills Kit (SRS) Explicit Skills Instruction

SKILLS
Lesson 2
Context Development
1. Identify the different strategies for unlocking the meaning of unfamiliar words.
2. Understand context clues and word parts to define a word.
3. Improve reading comprehension by utilizing vocabulary strategies in different
situations.
Most of us have problems with regard to words. Sometimes, words slow down
our learning of English or our motivation to learn more. We fail to finish reading a text
because we do not understand certain words.
While it is really difficult to understand a text if one is not familiar with the
words used, there are certain strategies that may be used in order to identify the
meaning of a word.
The meaning of an unfamiliar word can often be figured out when you think of it
in relation to the words around it. This method of analysis is important because most
words have more than one meaning.
Example: bar
a. Please buy me a bar of soap.

b. Jose passed the bar and became a good lawyer.
c. Nena is one of the most popular a-go-go dancers in that bar.
d. Don’t bar the way so I can get out.
e. Put a bar so that the gate will not swing open.
One way of getting the meaning of an unfamiliar word is by looking carefully at

its context. The words, phrases or sentences surrounding the unfamiliar word can often
be used to unlock the meaning of the new word.
Context clues include semantic, syntactic and presentation clues.
Semantic Clues are clues derived from the meaning of the words co-occurring
with unknown word. There are different kinds of semantic clues:
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1. Definition Clue - A word may be directly defined in the context.
Example:
The register is the book in which the names of the people are kept.
Key Word: ERUDITION
Perceived Definition: Actual Definition
2.
-something fashionable Extensive knowledge acquired
-someone great Chiefly from books: profound,
-someone famous recondite, or bookish learning.
www.merriam-webster.com
Clues (words/phrase) Example:
-did exceptionally brilliantly in Prof. Santos is a philosopher of

law school. impressive erudition. He is very
humble despite publishing
numerous books and researches.
Appositive Clue - An appositive may offer a synonym or description of the word.

Example:
Poverty, of their being poor, prevented him from going to school.
3. Comparison or contrast clues - A comparison or contrast may give away the

word’s meaning.
Example:
She is not complacent. On the contrary, she is very active. (contrast)
Like her surprised mother, Marie was also taken back by the news.
(comparison)
4. Explanation clue - Succeeding sentences may provide explanations that may
clarify the meaning of an unknown word in a previous sentence.
Example:
Lanie’s unusual timidity bothered her parents. They wondered why
she would not even want to talk to any visitor. She would rather stay
in her room. In school her teacher also observed Lanie’s shyness.
5. Syntactic clues are contained in the grammar of our language. Syntactic clues
will help the reader discover that the word is a noun, a verb, an adjective, etc.
www.merriam-webster.com
Lesson 2.1
SKILLS
Hypertext Reading and Writing
1. Discuss the importance of hypertext reading and writing.

2. Differentiate the functions and characteristics of hypertext and hyperlink
3. Demonstrate the ability to apply the basic rules in generating information
through the hypertext and hyperlink systems.
Reading on a computer automatically puts students in a more analytical frame

of mind, drawing attention to the complexity of the reading process, thus fostering
connected “learning”.
Hypertext and hyperlink are used to send the reader to a site that might help
him better understand a topic.
A hypertext is when you type a word and attach a link to that word so that upon
clicking on that word, the reader is sent to the site attached. A hypertext looks like this:
Google
A hyperlink is when you type the link of the website you would like to quickly
send the reader. A hyperlink looks like this: www.google.com or “Facebook” that links
to the facebook page.
Hypertext is a digital text in which the reader may navigate related information
through imbedded hyperlinks. It is prepared and published in such a way that it is linked
in a non sequential web of associations that allows the user to navigate through related
topics from one document to another. Furthermore the author embeds hyperlinks in
the text that the user can simply click on to view the related document associated with
the link.
The World Wide Web (www) is a global hypertext system of information

residing on servers linked across the internet. You could simply click on just about any
hyperlinked, and instantly view the definition of that word, without having to flip pages
to find it.
www.voipglossary.com
www.yourdictionary.com
SKILLS
Hypertext is the foundation of the World Wide Web, enabling users to click on a
link to obtain more information on a subsequent page on the same site or from a
website anywhere in the world.
The term was coined by Ted Nelson in 1963, but his vision was more expansive
than the one-way links of today’s web.
www.answers.com
Hypertext was developed in the early 1990s by Tin Berners-Lee and Robert
Cailiau at the CERN European Laboratory for Particle Physics in Geneva, Switzerland.
Whether the Web embodied hypertext as Ted Nelson envisioned it or not, the linking of
one item to another created the largest information explosion the world has ever
witnessed.
www.yourdictionary.com
Hypertext materials include pictures, video materials animated and audio

illustrations. All those possibilities make hypertext materials content high and suitable
for educational purposes.
www.carnet.hr
www.answers.com

SKILLS
NAME: DATE:
Activity 1
Applying the rules on how to generate information through hypertext, write the
synopsis of the novel “Scarlet Letter” by Nathaniel Hawthorn, using at least 4-5
websites.
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Lesson 2.2
Intertext Writing
1. Understand the relationship of a written text and the context in which it was
developed.
2. Identify famous literary pieces where intertext writing is applied.
3. Apply guidelines in writing a textual reference of a full story into another text.
A sophisticated literary device used in writing a text based from a textual

reference is called intertextuality. It is a textual reference within a text that uses the
text used as reference. Instead of employing referential phrases from different literary
works, intertextuality draws upon the concept, rhetoric or ideology from other texts to
be included in the new text. It may be the retelling or writing of an old story in modern
context. For example, James Joyce retells “The Odyssey” in his very famous novel,
Ulysses .
Example # 1 A Tempest by Aimee Cesaire
Aimee Cesaire’s play, “A Tempest” is an adaptation of the “Tempest” by William

Shakespeare. The Author parodies Shakespeare’s play from post – colonial point of
view. Cesaire also changes the livelihood and races of her characters. For example, he
transforms the occupation of Prospero, who was a magician, and changes him into a
slave – owner, and also changes Ariel in Mulatto. Although he was a spirit, Cesaire, like
Phys, makes use of a famous literary piece in literature, and put a twist on it in order to
express the themes of power, slavery and colonialism.
Example # 2 Lord of the Files by William Golding
William Golding in his novel, Lord of the Files, based the story implicitly from
“Treasure Island” already written by Robert Louis Stevenson. However, Golding applied
the concept of adventures which young boys love to do in the isolated island they were
stranded on. He, however, changes the narrative into a cautious tale, rejecting glorified
stories of Stevenson concerning exploration and swash buckling. Instead, Golding based
this novel in bitter realism by portraying negative implications of savagery and fighting
that could take control of the human heart, because characters lost the idea of

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civilization.
literarydevices.net
Example # 3 The Lion, the Witch, and the Wardrobe by C.S. Lewis
In this story, C.S. Lewis adapts the Christ’s crucifixion in his fantasy novel, the
“Lion, the Witch and the Wardrobe.” He, very shrewdly, weaves together the religious
and entertainment themes for children’s book. Lewis uses an important event from the
New Testament and transforms into a story about redemption. In doing so, he uses
Edmund, a character that betrays his Savior, Asian, to suffer. Generally, the motive of
this theme is to introduce other themes such as evil actions, losing innocence and
redemption.
Example # 4 Wide Sargasso Sea by Jean Phys
In his novel, Wide Sargasso Sea, Jean Phys, includes some events that occurred
in the famous novel Jane Eyre by Charlotte Bronte. His purpose is to tell the readers an
alternative tale. Phys presents the wife of Mr. Rochester, who played the role of a
secondary character in Jane Eyre. The “setting” of this novel is Jamaica not England, and
author develops the back-story for his major character. While spinning the novel, Jane
Eyre, gives her inspiration amid the narrative by addressing issues such as roles of
women, colonization and racism that Bronte did not point out in her novel.
literary devices.net
READING
SKILLS
Writing Activity 1
Choose a popular novel/classic and rewrite it in modern context.
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NAME: DATE:
READING AND WRITING
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Writing Activity 2
Analyze how the underlined words were used in the sentences below. Complete the
second column with the clues found in the sentence together with a brief analysis of
how they contribute to the meaning of the word. On the third column, write the
definition of the word.
Sentences Clues Definition

1. That new employee looks dubious because when I
read his resume, I saw questionable credentials.
2. Mr. Santos should be liable for malversation of public

funds because of his inability to explain where his office
spent the P 728-million fertilizer.
3. The Aquino administration offered a voluntary

repatriation program to Filipinos working in Libya after
the country faced civil war.
4. Truck drivers were apprehended by the highway

patrol group after being caught to have overloaded
cargo, which is strictly prohibited by law.
5. The politician besmirched the credibility of the

Philippine Congress when he was caught with Cocaine
and Marijuana in South Korea.
6. In a desperate move to block the impeachment trial

against the president, influential religious leaders were
making silent campaigns to scuttle the complaint.
7. Aside from the death of eight people in the hostage

crisis that took place in the park, the bungled rescue
operation delayed medical treatment for three
wounded victims.
Lesson 3
Determining Textual Evidence
1. Define textual evidence.

2. Discuss the function of textual evidence.
3. Understand the guidelines in determining textual evidence.
4. Write evidence examples in Literature.
Textual evidence is used to support an argument/ position, and is derived from

reading and drawing from other texts. It is provided in the form of quotation,
paraphrase and description.
It is presented to persuade the readers and used with powerful arguments in

the texts or essays.
It is factual information that helps the reader reach a conclusion and form an
opinion to support an argument or position.
Function of Textual Evidence
When writing something about literature or writing about a particular text, a

writer needs to strengthen his discussion by providing powerful answers from the text
as evidence of the questions he raises. It is not enough to just simply drop in quotations
around the text, and expect their relevance and importance of his arguments to be self-
evident.
The fact is that simply making a claim and throwing an argument does nothing
to convince the readers and the listeners. The reader and the audience will only believe
when the writer or speaker have strong evidence to back up their argument. Therefore,
evidence not only help the writer and convince his reader, but also persuade them to
feel sympathy or to support his argument. Mostly political speakers, research writers
and editorial writers use evidence extensively to turn public opinion for or against some
issues.
Literarydevices.net
Explicit Textual Evidence

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When we have ideas about what we read, we need to cite Explicit Textual
Evidence to support our ideas.
When we read, we are often asked to answer questions or express our ideas
about the text. In order to let people know we aren’t making stuff up, we should use
Explicit Textual evidence to support our opinions or answers.
In real life, people who can back up an opinion about a text with Explicit Textual
Evidence are taken more seriously than people who can only give a reason of “just
because”.
What does Explicit Textual Evidence mean?

Explicit = Direct
Textual = from the text
Evidence = support for your answer, opinion, or idea.
In giving Explicit Textual Evidence, you just have to do three things:
1. State your ideas: state the idea you had about the text (if you are
responding to a specific question, be sure your idea restates the question.)
2. Cite what in the text led you to that idea. Give supporting evidence from the
text (by paraphrasing or directly quoting from a text, you must use
quotation marks.
Sentence Starters: In the first paragraph, . . . .

The author says. . . .
The text states . . . .
The text describes,/for example . . .
The author explains. . . .
Early in the text. . . .
For instance . . . .
www.warrencountryschools.org
READING
Textual AND WRITING
Evidence Examples in Literature 138
SKILLS
Example # 1
An extract from the “The Bluest Eye” by Toni Morison
“I talk about how I did not plant the seeds too deeply, how it was the fault of the earth,
our land, our town. I even think now that the land of the entire country was hostile to
marigolds that year. This soil is bad for certain kinds of flowers. Certain seeds it will not
nurture, certain fruits it will not bear, and when the land kills its own volition, are
acquiesced and say the victim had no right to live”.
__________
Morison evidently analyzes the environment as it has powerful effects on the

individuals. She provides strong evidence that the Earth itself is not fertile for the
marigold seeds. Likewise, people also cannot survive in an unfriendly environment.
Example # 2
An extract from “The Color of Water” by McBride
“While she wobbled and leaned, she did not fall. She responded with speed and motion.
She would not stop moving”.
As she biked, walked, rode the bus all over the city, she kept moving as if her life
depended on it, which in some ways, it did. She ran as she had done most of her life, but
this time she was running for her own sanity.
________
McBride supports his arguments and understanding of a mother as an individual who

keeps moving in her life and does not stop to think about what is happening and why
something is happening. Since the movement offers a solution, which though
temporary, it preserves her sanity.
literarydevices.net
SKILLS
NAME: DATE:
Activity 1
Write a textual evidence to support the ideas expressed in the paragraph below:
“Today, Americans are too self-centered. Even our families don’t matter as such
anymore as they once did. Other people and activities take precedence. In fact, the
evidence shows that most American families no longer eat together, preferring instead
to eat on the go while rushing to the next appointment. Sit-down meals are time to
share and connect with others; however, that connection has become less valued, as
families begin to prize individual activities over shared time, promoting self-
centeredness and group identity.”
tvschool.alazhar-cibubur.sch.id
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CHAPTER 3
PURPOSEFUL WRITING IN THE DISCIPLINES AND FOR PROFESSIONS
Lesson 1
Writing a Project Proposal
1. Discuss the importance of a project proposal.

2. Understand the guidelines in writing a project proposal.
3. Write a project proposal applying the guidelines.
Whatever career you’re planning – nurse, lawyer, customer-service

representative-chances are writing will be part of your job. Although the forms of
writing may be changing –a customer service representative often writes an e-mail
message to a customer rather a formal, typed letter-the essentials remain the same. A
written message becomes a record of important details for both the writer and the
recipient in the workplace. People write proposals to fix problems, address specific
needs, or make improvements.
A proposal may be a simple letter suggesting the addition of a new microwave to

the lunchroom or a complex report recommending establishment of a day-care center.
Writing Guidelines
Prewriting
 Consider your audience by thinking about who will receive your proposal
and what you want that person to understand.
 Determine your purpose and write down what you want your proposal to
accomplish. What action are you proposing?
 Gather details based on what your reader needs to know in order to make
decision. Gather necessary supporting information.
Writing
 Prepare a heading that includes the following information:
Date: The month, day, and year
To: The reader’s name

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From: Your first and last name
Subject: A concise summary of the proposal
 Organize the body into three parts:

Beginning: State what you are proposing
Middle: Provide details such as financial costs and other required
resources. Write out key points and information
supporting them.
Show how the action will benefit the organization.
Ending: Summarize what actions need to be taken next or what
recommendations you are making.
Revising
 Improve your writing. Ask yourself these questions related to ideas,
organization, voice, word choice, and sentence fluency:
Is my proposal clear and logical?
Is my purpose obvious?
Have I provided sufficient information and detail to convince the reader
that action is needed?
Do I have an effective beginning, middle, and ending?
Do I provide information to support my recommendations?
Have I used a positive, persuasive tone?
Have I explained any unfamiliar terms?
Does my proposal read smoothly?
Editing
 Check for conventions. Be sure punctuation, grammar, and mechanics are
correct.
 Prepare a final copy. Proofread the final copy of your proposal.

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NAME: DATE:
Activity 1
Ana Santos did a summer internship at the National Insurance Company. Her district
Manager asked her to research a possibility of opening an amusement center at the
company and to draft a proposal for review.
Date : April 5, 2015

To : Florencio Magdangal
From : Ana Santos, summer intern
Subject : On-Site Day Care
Beginning – Summarize your proposal.

Middle – State the problem, the benefits of the proposal to the company; and ideas
on how to put your proposal into action.
Ending – State your recommendations.
Assignment
Work with a partner to write a proposal in relation to one of your subjects. Be ready
to present your proposal through power point.
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Lesson 2
Writing a Research Report
1. Know the function of the research report.

2. Observe the stages in the process of outlining.
3. Apply the rules for effective writing of the research report.
A research report communicates ideas which are easily understood and used by
the readers.” According to Good and Scates, (1954) the major considerations are the
ideas, the evidence from the data, and the insight where the ideas and the evidence are
explained or interpreted..
In composing the material for the research report, the researcher follows the
following guidelines:
Prewriting
 Choose a subject. List artworks, artists, musical trends, or other ideas that
interest you.
 List what you already know about the subject, jotting down questions that
you have.
 Conduct research about the subject. Check school or public library
catalogs or books. Look through magazines, and explore Web sites.
 Write a thesis statement. Review your research notes. Then write a thesis
statement that clearly identifies the specific topic and focus for your
research paper.
 Plan and organize. Outline your paper, putting details in the most
appropriate order-for example, you may put key points in spatial order,
chronological order, or order o importance.
Writing
 Connect your ideas. Introduce your topic, give background information,
and state your thesis.
 In the middle of your paragraphs, support the thesis statement with
specific details. Finally, summarize what you have learned or what you
have to say about the topic.

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Revising
 Improve your writing. Check your ideas, organization, and voice. Ask these
questions: Have I created a clear thesis? Have I supported it with a variety
of details? Are my details in the best order? Do I sound knowledgeable?
 Improve your style. Check your word choice and sentence fluency. Ask
these questions: Have I explained any technical terms? Do my sentences
flow smoothly?
Editing
 Check for conventions. Look for errors in spelling, punctuation, and
grammar.
 Prepare your final copy. Proofread your research paper before turning
over it in.
Write Source
by Kemper. Sebranek and Meyer
Proper Documentation
As mark of intellectual honesty and for validation purpose, the researcher must
acknowledge sources and materials gathered. This is done through documentation,
which, as defined by Good (1954, 129), is the process of citing illustrative or supporting
reference for statements made, usually through footnotes as content and reference.
The first is for the purpose of elaborating on or amplifying certain points in the
text; the second, is for citing names of authors and titles of publications. Both types of
footnotes serve four purposes, according to Campbell (1969, 28):
1. to amplify the ideas or information beyond the point deemed sufficient

for the test;
2. to establish the validity of evidence;
3. to acknowledge indebtedness; and
4. to provide cross-reference to various parts of the research report.
Bibliography
Gardner and Cordasco define bibliography as, “a list of books in some way
Pertinent to the research which has been done,” and that is, “should contain all those
works which the writer has consulted, whether he obtained any useful information from

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them or not, ”Gardner & Cordasco, 45). The bibliography can be used by another
researcher who wishes to investigate the same problem.
The following are rules to observe in preparing the bibliography:

1.The last name of the author is listed first and arranged in alphabetical order.
2.Each entry is flushed to the left margin of the page, and the next lines are single-
spaced and indented five spaces from the left margin.
3.A single space separates entries.
www.cecftu.edu.vn
The bibliography has three parts. Books and pamphlets compose the first part,
magazines and newspaper articles are included in the second part, while unpublished
theses or dissertations may be listed in the third. Bibliographic entries should contain
the following facts about the reference (Campbell, 43):
museys.com
a.The author’s last name first;

b.Place where the book was published, the publisher, the date when the book was
published; and
c. The volumes, Edition, Page number.
www. Jspfsm.umin.ne.jp
These are rules in presenting the footnote:

1. Observe regular indention.
2. First name first.
3. Place 1 bottom of page with superscript
4. Author, Title (Place of publication: Publisher, date of publication).
5. P. 23 (specific page location of reference)
With the use of the proper footnotes, bibliographical reference, organization of

the report into distinct divisions, and the employment of certain standards in typing, the
investigator will succeed in communicating the substance of his investigation. Aside
from form and mechanics, the intrinsic value of the content of the report should not be
lost sight of.
Before finalizing the report, the researcher must evaluate the research if it will
contribute to human knowledge and to the solution of the problems of man and society.
Write Source
By Kemper, Sebranek and Meyer

SKILLS
NAME: DATE:
Activity 1
Start your research paper with an interesting fact or question:
Hunger and disease are not strangers in the Philippines: Nearly 12 million
children live with hunger, and almost 20 million have little or no health care.
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NAME: DATE:
Activity 2
Develop the middle part by giving details that support your thesis statement.
Start by defining the social problem, giving examples, if necessary. Then present one or
more possible solutions, again by giving examples.
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NAME: DATE:
Activity 3
Your ending paragraph should sum up your research and bring your paper to a
meaningful close.
a. remind the reader of the thesis of the paper.
b. give a “call to action” for the future.
c. leave the reader with something to think about.
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Assignment:
Submit your edited research report in a short, green, plastic, sliding folder.

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Lesson 3
Writing a Movie Review
1. Know the purpose for which a movie critique is written.

2. Understand the guidelines in writing a movie critique.
3. Critique a movie observing the guidelines in writing a movie review.
A movie review is a guide for the moviegoers. It is an assessment of the worth

of a film. Is It worth seeing? What is good about it? Is it the acting, direction or
production design? What kind of audience does it appeal to? How good is the actor’s
performance? How universal is the theme?
In effect, the movie review is a news story on the film because it answers the
five W’s and 1 H.
who – actors How – direction

what production
when- plot,/action sound effects/music
where screenplay
why - theme cinematography
These are some guidelines in writing a movie critique:

 Include the plot, but do not reveal the ending, especially if it’s a suspense story.
What is the theme?
 Indicate subject of the review – title, director, writer, producer, actors – before
you start the review proper.
 Comment on the dialogue, casting, acting, direction, photography, special
effects, editing, sound, music, production, design or authenticity of the sets. For
example, if the movie is about the early 50’s, are the costumes, furniture,
architecture, etc. reflective of the period?
 Indicate the entertainment value. What kind of moviegoers would find this
picture interesting?
 Give the overall rating using the scale of 1-5 star where 5 is the highest.

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An example of this film review is the criticism of Spielberg’s Schindler’s List by a well-
known Columnist Teddy Benigno of the Philippine Star.
THE GENIUS OF SPIELBERG: SCHINDLER’S LIST
What is Schindler’s List? It is a riding crop hitting you in the face and leaving
welts on your cheeks. It is a lead poker jabbing sharply at your stomach and taking your
breath away. It is a story of the Holocaust of life and death, mostly death, and there are
times you can hardly look and you want to scream. Yes, it is a tale of the worst in man
and Steven Spielberg gets you right into the bone marrow of evil. It is also the story of
the good in one man. I finally got to watch this film Wednesday and it gripped me no
end.
I was still a post war teenager when I heard and read about the Holocaust. The
stories that spilled out of Nazi atrocity, the killing of Jews in concentration camps
certainly jolted many. But it was only much later that the entire story became known.
This was when Auschwitz, Belsen and Maidenek got into the headlines and dug like a
baseball bat into your jawbone. It was in these three concentration camps, principally in
Auschwitz, Poland that six million Jews were incinerated in huge gas chambers.
Steven Spielberg must have felt the Holocaust run in his veins for many years.
But it was too big a film to make. Schindler’s List gave him the opening. It was a rich veil
in a lodestone. Two men stood out. The first was Oscar Schindler himself, a man of
many parts, tall, handsome, a businessman who could corrupt any Nazi with his smooth
devilish charm, a Cassanova who loved women and had mistresses galore. Amon Goeth,
the Nazi concentration camp commander played by Ralph Fiennes comes second. The
Kumandante had II Diablo flickering constantly in his eyes. He was a sadomasochist and
a killer, who hated Jews with uncommon madness and who also loved women and
money.
Mix Schindler and Goeth – stir. Locate the movie in Krakow, Poland – stir again.
Let on that Schindler made his vast fortune by employing Jews, very smart and
intelligent Jews at that. Pour in the Wehrmacht, the Nazi war machine and its hideous
visage. Let the camera pan on every atrocity imaginable. Jews shot and killed by Goeth
on the spot without any provocation. Jews sliding down the scheisshaus (shit house) to
hide waist deep in human shit from their Nazi pursuers, mothers torn from children,
children hiding in every crevice imaginable, snarling dogs set loose on escapees, and
what do you have?

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The whole thing builds up. Schindler and Goeth get to know each other well,
fraternize, make love to a lot of women, Schindler the giver and Goeth, the taker of
bribe money in huge bundles. Yes, it builds up again as the Jews of Krakow are taken by
the truckloads to Auschwitz where the ultimate solution awaits them. These are the gas
chambers. There, men by the group and women by the group are herded in whining
beasts. An awesome scene occurs when Schindler goes back to his car and what looks
like snow begins to rain down on the windshield. It is not snow. It is the ashes of the
incinerated dead, billowing out of huge smoke stacks.
And it builds up some more as Oscar Schindler realizes the day is not far off
when his Jewish employees will be bundled off to Auschwitz. The scenes of human
tenderness in film emerge from his performance. Out of so many drunken binges where
actually he remains sober and Goeth slumps like a sponge, the devils start going out of
his system and the angels come in. Oscar Schindler has to save them, more than 800 of
them. Schindler bribes Goeth so he can take his employees to his hometown in
Czechoslovakia. There, he will set up a sort of munitions factory.
The operations get temporarily fouled as Schindler’s women employees are

transported by mistake to Auschwitz. If this story was not a true story, I would not have
believed this turn of events. But every scene is documented by historic fact and
circumstances. The gas chambers are wheeled into the screen, forbidding, with spouts
on the ceiling, the women crowding screaming, praying and embracing in utterly naked
groups. The spouts hiss down their lethal load, like witches on a bender, riding
broomsticks of gas. How could the Nazis have done such hideous thing? Gruesome. And
you tremble.
Oscar Schindler had to rush to Auschwitz to save his Jewish employees. The
Nazis could not touch him. And he was untouchable because his business fortune was a
choo-choo train that lugged money and stuffed it into many Nazi pockets, largely the
pockets of camp commander Amon Goeth. This Goeth, he was insane. He could do
everything to a beautiful Jewish girl he engaged to take care of his wine cellar.
Everything that is except to coax respect out of her. And so he fondled her breasts in
one gripping scene. She sobbed in fear, shivered. Then he bloodied her lifeless in the
cellar in a moment of tormented rage.
Yes, Schindler’s List builds up as a torrential flood builds up. Steven Spielberg has
that uncanny gift of a superb director, two eyes that peer like acetylene torches into
history, two eyes that catch every nuance, every dramatic detail, two eyes that gaze at
the hell-hole of the Holocaust and transmit it to the screen with unparalleled impact,

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power and drama. And so in the end, Schindler saves his employees. What is even more
surprising is that eventually, he turned secretly against Hitler and the Wehrmacht while
remaining a Nazi. His factory was manufacturing artillery shells but he made sure each
shell was defective and could not be fired.
It turned out in the end to be an unequal duel between Schindler and Goeth.
Schindler was still a wastrel. But part of him, now bound by a moral force, could climb
any slope. And the Jews began to love him. Goeth, psychopath who sought to wipe out
six centuries of Jewish presence on Krakow by killing all of them, was a bull in a
whorehouse of Nazi evil. He could neither restrain himself, nor his Nazi impulses, nor his
greed for women and money. The swill gathered around him, swept into his innards,
poisoned his every vein, and he died a war criminal swinging from the gallows.
During the last scene, Oscar Schindler bade goodbye to his beloved Jews. I could
hardly contain myself. The whole of Germany had surrendered unconditionally to the
Allied army and Schindler had to flee. He was after all still a Nazi. The Jews gifted him
with a ring and a scroll signed by each one of them to the effect that Oscar Schindler
was a kind man who had saved their lives. The scroll was meant to rescue Schindler
from the wrath of the victorious Allied army.
Schindler, a man who had complete control of himself, a spear-straight hulk of a

hands who succeeded in taming the Nazi beast on behalf of his Jewish employees, broke
down. And wept uncontrollably. It was great. His Jews had been saved, the whole bunch
of them, and he. Oscar now realized what the human condition was. That over
everything else, there was a brotherhood of men, that neither gun nor gas chamber
could bring it down. And yes, that within every human breast, there was a devil and an
angel, and a man would have to decide for himself where he would side.
Schindler’s List. It was also a brotherhood of courage when an ideological gun

was pointed at your temple. And also a brotherhood of virtue, Steen Spielberg brought
this about with consummate genius.
Adapted from the Philippine Star

www.rajeevmasand.com

SKILLS
NAME: DATE:
Activity 1
Comprehension Check:
1. What is the focus of the critic’s review?
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2. How does he tell the story? Does he confine it in one part of the review?
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3. Based on his evaluation, what rating would he had given to this film if he
was asked?
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NAME: DATE:
Assignment:
Think of a movie you saw recently. Then, recall the story as well as your
assessment of the other aspects of the film. Group your ideas according to the three
parts of a review: story, value entertainment and critical comment. Write the key
words, phrases and sentences opposite each of them.
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Lesson 4
Writing a Play Review
1. Know the purpose why a play review is written.

2. Understand the guidelines in writing a play review.
3. Critique a play observing the guidelines.
After witnessing an actual performance of a play, and you are asked by others
who have not seen it what you think of it, do you say “good” or “fine”?
Why should we seriously consider evaluating what we see or listen to? To help
us develop our sense of taste and refine it as we continue to have artistic encounters
with films, concerts, operas, ballet and plays, we should learn what to look for, how to
discern what constitutes a good presentation – be it dance, drama, concert or film.
A play review is a brief criticism of a play which is actually performed or

presented on the stage. Like the movie critiques, it is also written for the purpose of
guiding the prospective viewers. Sometimes, it is written simply to share one’s personal
assessment of a play presentation with others. It is important to remember that there is
no fixed sequence or order to be followed in presenting the items to be commented
upon.
The criticism of a play usually includes the plot summary. It also provides the
answers to the following questions:
1. What theme is revealed in the play? Is this theme applicable in real life?
2. How does the director interpret the script? Does he follow the traditional
and expected or does he introduce a new approach?
3. Do the actors fit their roles? Are they firmly directed so that their speech and
actions are natural, not awkward?
4. What about the principal actors’ performance? Do their actions flow from
the characters they portray?
5. Are the costumes, sets, lighting and sound worthy of note?
6. Is the theater suitable? Were there distractions during the performance?
7. What did you like or dislike in the play itself or in the production?
8. Would you recommend the play to others? Why?
219.223.117.250
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Read the following, play review written by a student.
PLAY REVIEW
ANTIGONE
By Jean Anouilh and performed by Tanghalang Ateneo
A Clash of Unbending Wills; A Conflict of Roles and Values
The 13th Season Opener of Tanghalang Ateneo, Antigone, is a timely maiden

presentation when attention is centered on public leaders as the country expects the
President’s State of the Nation Address at the resumption of Congress on July 26.
Antigone, the French dramatist Jean Anouilh’s modern version of the Greek
tragedy of Sophocles, explores the psychological complexities in the choices that
Antigone, Creon and others make in the tragic play. Antigone has a universal and
timeless theme that is perhaps more relevant today when people strongly feel about
matters like human rights and public accountability. For, in Antigone, the issue is Private
Choice vs. Public Choice, or Private Duty vs. Public Duty.
The dramatic conflict of Antigone is a conlict of roles and values, a clash of

unbending wills. Antigone, as a private individual, stands firm on her family duty to fight
for her brother’s last human right: right to burial. On the other hand, Creon, as the ruler
of the land who is accountable to the people of Thebes for upholding the rule of law,
stands equally firm on his public duty.
This conflict, which serves as the moving force of Antigone, is played out
reasonably well by Ricardo Abad as Creon, although a bit flatly by Devi Ignacio as
Antigone. Notably, Mona Katigbak’s very effective portrayal of Ismene is a clear foil to
Antigone. Directed also by Abad, the drama’s universal and timeless theme is given
some fresh treatment, at least by not distinctly dating an placing the material as
something that can only happen in ancient Greece, and by wisely capitalizing on the
inherent strengths of the work itself, among which are the psychological studies of the
play’s characters.
The language and dialogue retain some formal usage, but it is otherwise
predominantly an everyday language. The spare sets stylized to establish Antigone’s
Greek setting. Otherwise, the backdrop and props are not of any distinct time or place.
The costumes are also not strictly ancient Greece. They are cut in simple, classic lines,
particularly the costumes that are obviously contemporary and street-modern. Helping

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set off the moods and personalities of the characters are the dress colors, which are
plain and clear.
Light and sound are technically well-handled. The technique of mixing in the use
of projected slides not only helps to bridge the ancient material of Antigone into today’s
special media, but also contributes to the unfolding and pacing of the story, which is
narrated by a one-man “Greek chorus” to articulate the thinking and feelings of the
people of Thebes about the events, issues and key persons involved in the drama that
takes place.
However, the play itself is rather long, and it barely misses being minor bore.
Although there is generally an appropriate casting and the roles are played faithfully by
the actors, it would still have helped if some of the players had tried to do a better job
of delivering their lines clearly and with more feeling registered on their faces, and if the
others had not tried too hard to make up for the underplaying of some, by themselves
doing a bit of exaggerated acting, sometimes resorting to too much tilting of the chin
and bowing of head, all of which only tend to distract the audience.
On the whole, Tanghalan’s Antigone, suitably played out in the modestly

comfortable Rizal Mini-Theater of Ateneo, is a good production and performance.
Indeed, it has even smartly played to advantage the excellent points of the work:
powerful characters given vivid life by the complex workings of their minds and hearts,
moving events, disturbing conflicts and biting and bitter ironies.
Antigone’s highest and most tragic ironies focus as much on Antigone as on

Creon. Creon must continue to rule, this time in even greater loneliness and despair,
carrying the heavy burden of the gods’ anger and his loved ones’ curse. And, ironically,
this is all because he responded to the call of public duty, upheld the law and
obstinately refused to place himself above it. For one ironic time, the otherwise
reluctant, hesitant and vascillating public leader, who would have ordinarily much rather
paid attention to his antiques, determinedly upheld and attended to his public duty.
Creon stood firm on this public duty and paid dearly for it.
Creon’s real “sin” is obviously a weakness in judgment. But to be a good leader

or ruler, one must have the wisdom and imagination to see that the essence of public
accountability is in being JUST. And to be just, one may need to go beyond the letter of
the law, if that is what it would take to respect human rights and the dignity of any man,
whether he is a friend or foe.

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The message of Anouilh’s Antigone, which I particularly agree with, and admire,
is very relevant to today’s conflict-ridden world, where the spread of peace and
understanding based on the respect for human rights as part of the law and ethics, is
dependent as much on the integrity of the individual as it is on the wisdom and
judgment of the public leaders.
Therefore, for its choice alone of Antigone as the season’s maiden presentation,
Tanghalang Ateneo should be congratulated.
Kristina Balange, July 1993

SKILLS
NAME: DATE:
Activity 1
1. What aspects of the play are discussed in a review?
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2. What does the critic like about the play itself? about the production?
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3. What, to the writer, are the weaknesses of the presentation?
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4. Given this review, would you wish to see the play? Why?
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NAME: DATE:
Assignment
Write a play review using the guidelines given in not more than ten (10) paragraphs or
500 words. You may use additional sheets.
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Olarga-Canal, Ilda Students’ Guide to Theme Writing

SKILLS
Lesson 5
Writing an Action Plan
1. Identify appropriate details from the selection read.

2. Express the cause and effect relationship.
3. State opinion or view about the topic.
4. Propose an action plan to address a given issue.
An action plan is a paper that lists the steps to be taken to achieve a specific
goal. It is to clarify the resources required to reach the goal, formulate timeline for when
specific tasks need to be completed. Because it is a “heroic” act, it helps us turn our
dreams into a reality.
whatis.techtarget.com
Read the essay and identify specific details to address an issue:
Population, Food Availability

and Environmental Sustainability
(Excerpt)
By Ricardo V. Serrano
Ricardo V. Serrano was a respected journalist and a committed environmentalist. He

served well as a crusading official of the Department of Environment and Natural
Resources.
The issue of unabated population growth and its impact on food availability and
environmental sustainability is one of the major problems confronting the Philippines
and could well determine its future in the next century. In 1948, the country’s
population stood at 19.2 million which doubled to almost 36.7 million by 1970. The
population institute of the University of the Philippines places the country’s population
at 62 million as of 1990 and the population is expected to double by the year 2019.
Undoubtedly, there are strong connections among population growth, resource

Thorne, B..”In Search of Value and Meaning Theology, 1979.

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environmental quality and the avoidance of poverty. Poverty and the
resource depletion are the results of development efforts which fail to consider both
population and environment as the critical elements in the development processes.
When population growth is unchecked, over density will force productivity to go

down. A population program coordinator of the Food and Agriculture Organization
(FAO) notes that the pressure on land by population growth is incredible and is the main
problem in many countries.
He also articulated that the interface of population pressure with over

exploitation and destruction of natural resources and escalating demands which the
agricultural sector will soon be hard to satisfy. Uncontrolled population increase results
in the cultivation of marginal lands, deforestation and overgrazing.
The degradation of the uplands in the past is well known. Although the main
cause of degradation is ineffective land classification and the improper use of the land,
the Department of Environment and Natural Resources has established that the
increased rate of migration into the uplands has exacerbated the problem.
The loss of forests is responsible for soil erosions in the uplands. The effects are
now being felt-siltation of rivers and farm-lands, drying up of springs, rivers, dams and
irrigation canals adversely affected food production.
An unquantifiable cost in forest destruction is the loss of various species and

genetic diversity. Of the country’s 1,075 bird and animal forms, at least 18 wildlife
species have been rendered rare and endangered by habitat destruction and over
capture. Among the endangered species are the eagle, the tamaraw, the tarsus and the
crocodile.
In the long run, it is in the best interest of the Philippine economy that
ecological balance be preserved.
READING
SKILLS
Activity 1: Answer the following questions.
1.What are the effects of the population growth in one’s economy?
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2.How does the environment affect population growth?
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3.What is resource depletion? How does it affect population growth?
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4.What are the results of forest destruction?
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5.How does poverty affect all these social issues?
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NAME: DATE:
Activity 2: Group Dynamics
Propose an action plan to address the problems on population growth by

following the format below. Present your proposal to the class.
OBJECTIVES/GOALS TIME PERSONS RESOURCES SUCCESS

FRAME INVOLVED INDICATORS
3
4
LESSON 6
Writing
SKILLS a Resume
1. Understand the importance of a resume.

2. Know the parts of a resume.
3. Prepare a resume that summarizes one’s data presented in an organized
fashion.
After graduation from senior high school, while waiting to enter college, you
may wish to avail of the summer jobs offered by the government to the youth. It is
always necessary to submit supporting documents with your application letter. These
documents will give the assessing officer(s) a concrete idea of your performance and
qualifications, and due to the nature of their job, most screening committees do not
have the time to read voluminous papers. Hence, it is advised that you attach a resume
instead to your letter.
A resume is an information sheet of a person’s qualifications and achievements.

It details your personal and educational background clearly. It also showcases your skills,
talents, abilities and attributes.
Formats for resume differ. Some are in the form of paragraphs. Others are brief
summaries. A good resume includes the information needed by potential employers
about their workers. You should type your resume and layout attractively.
Students’ Guide to Writing

Sta.Theresa Publications
Here’s an example of a resume. Note its section and presentation.
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Allan Concio Santos
Lot 9 Blk 15 Tuna St.
Kaunlaran Village, Calaoocan City
Contact Nos: 09183451541
Summary of Qualifications
As a graduating senior high school student, I am diligent and patient; attentive
listener and confident speaker; active and efficient; computer literate and a wide
reader.
Personal Information
Date of birth : April 3, 1995 Place of birth : Sta. Mesa, Manila

Height 5’5 : Weight 110 lbs. Blood Type : A+
Father’s Name : Honorio S. Santos Occupation : Taxi Driver
Mother’s Name : Edna A. Concio Occupation : Dressmaker
Scholastic Information
School Attended Year of Attendance

Secondary: Aglipay High School of Quirino 2008 – 2014
Elementary: Aglipay Central School of Quirino 2002- 2008
Academic Achievements
High School Elementary
1st Honorable Mention, SY 2013-2014 Third Honor
Outstanding Student in Mathematics Best in Math and Science
Positions Held
Vice President, Student Government
Council Secretary, Science Club
Seminars and/or Trainings Attended
Participant, Theater Arts Workshop, Aglipay High School AVR, October 17, 2014.
References
Office Address Position Telephone
Dr. Samuel Tan ______________ __________ ___________
Atty. Nilo Divina ______________ __________ ___________
READING
SKILLS
Activity 1
1. What are the three important parts of a resume?
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2. Based on its contents, what do you think is the purpose of the resume?
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3. As you were going over the model resume, could you review the person’s
qualifications easily? Why?
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4. Who are the persons used as references in this resume?

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NAME: DATE:
READING AND WRITING
SKILLS
Activity 2
I. Identify the elements of a resume by choosing the letter that corresponds the
answer:
A. Career Goal C. Job Experience

B. Educational Qualification D. Military Service
1. Irrelevant information such as birthday, marital status and social security

are not anymore included in this part.
2. Along with the education section, this is the most important part of the
resume because the applicant provides the job title, dates of employment,
the name and address of the employer.
3. A brief but focused statement of your career plans; this can help if you
intend to apply for only one kind of job.
4. If applicable, this is included by listing the highest rank in the service an any
noteworthy travel or duty.
5. In reverse chronological order, provide the name and address of each school
you’ve attended and mention your program of study and any diplomas or
certificates received.
www.faytechcc.edu
II. Write the letter that corresponds to the given descriptions.
1. You need to prepare __________that will look good to the human eye.
A. Paper resume B. scannable resume
2. You also need a _______ that will serve you well in a job-applicant tracking system.
A. Paper resume B. scannable resume
3. Summarizes what you did in a timeline (in reverse order)
A. Chronological resume B. skills resume
4. Emphasizes the skills you’ve used rather than the job or the date when you used
them.
5. It emphasizes the degrees, job titles, and dates.
NAME: DATE:
GRADE/SECTION:
SKILLS SCORE:
Assignment
Draft your resume on the space provided. Follow the outline below and the
pattern observed in the example. You may exclude those which are not applicable. Use
additional sheets if needed.
A. Heading – Name, Address, Contact Number(s), Email

B. Summary of Qualifications
C. Personal Background
1. Personal Information
2. Family Background
D. Scholastic Background
1. School(s) Attended
2. Position(s) Held
3. Seminar(s) and Workshop(s) Attended
4. Interests, Talents, Skills, and Special Abilities
E. Character References (Cite at least three)
Navarro, Melvin M. & et.al. Builders for Effective Writing IV.

SKILLS
Lesson 7
Writing an Application Letter
1. Discuss the importance of a well-written application letter.

2. Identify the requirements in composing an application letter.
3. Write application letters observing the guidelines.
An application letter is a sales letter – with you as the product. Your application
letter and resume make up the application package for your job campaign. The general
motive – sell yourself.
Application letters can either be general or personalized. The choice, depending

on the situation, could be solicited, which is advertised or unsolicited position, meaning,
position not advertised.
An application letter is your passport to entering a university or in becoming a

recipient of a scholarship. It is a formal letter stating your desire to enroll or your need
to be a scholar. It contains your basic personal background, your reason for choosing to
enroll in the school or for wanting to have a scholarship. It also notes how you intend to
perform in the school or to keep the grant.
The major parts of an application letter are:
A. Opening – that should get favorable attention and provide transition.

B. Summary of Qualification – that should be related to job requirement.
C. Request for Interview – that must result in getting an interview with
prospective employer.
The following are some guidelines in writing an application letter:
1. An application letter represents you. Whatever words you use, reflect you and
will serve as a basis to determine your admittance to the position.
2. An effective application letter is not determined by its length but by its
content. Make sure you include only important details about yourself. Avoid
irrelevant expressions and redundancy. Do not brag, rather be sincere and
honest in your desire to be considered. Be courteous and straight to the point.
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3. Be assertive about your background and present information supporting your
claim.
4. Organize significant details to become appealing to the reader.
Examples of an attention-getter letter opening:
An unsolicited position
a. Are you interested in a hard worker with a solid record of accomplishment for
your management trainee program?
b. Creative! Organized! Knowledgeable! Hard worker! - Just what you need and
want.
A solicited position
a. Please compare my job qualification with the job requirements for the
teacher’s position that you advertised in the November issue of Philippine
Star.
b. Dr. Alma C. Dimas, English Department Coordinator of Southwest University,

recommended that I apply for a teaching position at Quezon City Campus.
Please note how well my qualification, as described in the enclosed resume,
matches the job requirements of your opening.

SKILLS
A. Below is an example of an application for college admission:
May 2, 2016
Dr. Ana Capulong

Dean, Office of Admission
University of the West, Manila
It is of great interest that I wrote this to your office. I wish to extend my sincerest desire
to be admitted in your university and pursue my lifelong dream to be a nurse.
I am Cynthia R. Santos, a senior high school student of Quezon City Academy. I am part
of the cream section, and I belong to the top ten percent of the graduating class. I am a
diligent and a hardworking student to which my current adviser can attest. I have been
consistent in my performance having been an academic achiever for three consecutive
years.
I am desirous to further my education in your College of Nursing. Also, I am aware of

your institution’s commitment in the holistic development of a student into becoming a
well-rounded, nationalistic and God-fearing professional. I am committed to pursue that
vision.
I am hoping for a favorable response, and should I be given a chance, I will prove myself
worthy of your acceptance and trust. Thank you very much.
Respectfully yours,
Cynthia R. Santos

SKILLS
B. Here’s an example of a general letter of application that could be sent to several
companies.
January 5, 2015
Lot 99 Blk 15 Tuna St.

Kaunlaran Village, Caloocan City
Mr. John Paul Santos

General Manager, Alpha Computer Inc.
40 Ayala Makati City
Dear Mr. Santos:
Is your company looking for a computer operator who has an impressive knowledge of
software, is willing to work under pressure, and gets along well with people? If it is,
please consider my application letter of employment.
During my Our Lady of Fatima University education, I completed my computer science

course, 12 hours of business administration courses and 24 hours of general education
courses. The department of computer studies of Our Lady of Fatima University is rated
highly, and its graduating students are successful. My extracurricular activities
complemented my college course work. I served as chairperson of th e program
committee, and president of the computer club. These leadership exposures would
serve your company well.
In addition, I want to excel and very much interested in my personal advancement. My

record of part time employment reflects a willingness to work hard to achieve your
company goals.
If my qualifications and additional information in the enclosed resume describe what

you want for your employee, please call me at 09183451541 to arrange an interview. I
can come to your office at anytime convenient to you.
Sincerely,
Ana S. Santos

SKILLS
NAME: DATE:
Activity 1
A. Paraphrase the following expressions to make each expression formal, personal

and sincere.
Example: I want to apply in your university.
It is my sincerest intention to be accepted in your university.
1. I heard you announced a scholarship opening.

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2. I want to apply as a scholar of your foundation.

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3. We don’t have the means to support my education.

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4. I like your university.

________________________________________________________________________
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5. I hope to hear from you soon.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. I am an intelligent student.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

SKILLS
NAME: DATE:
Assignment:
The Canadian Embassy has announced a scholarship invitation to graduating high school
students. Write an application letter showing your interest in the program. Observe the
guidelines discussed and use proper indention, capitalization and punctuation.
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Navarro, Melvin, et al. Builders for Effective Writing IV

English 2 Manual 2004

SKILLS
Lesson 8
Writing a Memorandum
1. Know the importance of a memorandum.

2. Discuss the three broad classifications of memorandum according to its
communicative purpose.
3. Understand the basic guidelines in writing a memorandum.
4. Write examples of memorandum observing the basic guidelines.
Whatever career you’re planning – police officer, customer-service

representative, nurse, lawyer, executive assistant, video game designer – chances are
writing will be part of your job. Although the forms of writing may be changing, the
essentials remain the same.
A written message becomes a record of important details for both the writer and
the recipient in the workplace. As a student, you will write business letters and e-mail
message to seek information, apply for internships, and deal with problems. You may
use other forms of workplace communication- memorandum. proposals and brochures-
at school, in summer or part-time job, or as you work with an organization or a club.
A memorandum is a written communication within units or departments of an

organization. These are short messages in which you ask and answer questions, describe
procedures, give short reports, and remind others about deadlines and meetings. There
are three broad classifications of memorandum according to its communicative
purpose. These are the policy statement memo, personnel directive memo, and routine
operational memo.
A policy statement memo enforces existing administrative policies or

promulgates implementing guidelines of existing administrative policies to a particular
organizational context. A personnel directive memo, on the other hand, handles
personnel movements such as staff rotation, change of work assignment, and
committee membership. Conversely, a routine operational memo facilitates regular
organizational activities such as announcements, events, and similar regular activities.

SKILLS
Memos have three main parts, namely, the heading or letterhead which bears
the company’s name, trademark, address of the organization; the preliminaries which
include the addressee, the sender, the date, and the subject; and the message.
A memorandum uses the block style format, and a triple space between its
subject line and body. The preliminaries follow these formats:
1. An addressee (TO:) - flush left, in capital letters, near the top of the page
2. The sender (FROM) - flush left, in caps, immediately below the addressee
3. Date (DATE:) - flush left, in caps, immediately below the sender
4. Subject (RE:) - flush left, in caps, immediately below the date
www.pasadenaisd.org
Business Correspondence and Technical Approach
By Casinto, Antoque, and Opulencia
Memos are important to the flow of information within any organization. Many
routine memos in schools and workplaces are distributed electronically, with hard
copies posted on bulletin boards or sent by interoffice mail.
Prewriting
 Consider your audience by thinking about who will receive your memo and
why.
 Determine your purpose and jot down your reason for writing a memo.
 Gather necessary details based on what your reader needs to know.
Writing
 Prepare the heading by typing “Memo” and centering it. Use a preprinted
memo form or include heading that contains the following information:
Date: The month, day, and year
To: The reader’s name
From: Your first and last name (You may initial it before sending).
Subject: The memos topic in a clear, simple statement.
 Organize the body into three parts:

Beginning: State why you are writing the memo
Middle: Provide all the necessary details. Consider listing the most
important points rather than writing them out.
Ending: Focus on what happens next-the action or response you would like
from the reader or readers.
SKILLS
Revising
 Improve your writing by asking yourself these questions related to ideas,
organization, voice, word choice, and sentence fluency: Is my topic clear? Is
my purpose obvious? Do I have an effective beginning, middle, and ending?
Have I used a positive, friendly tone? Have I explained any unfamiliar terms?
Does my memo read smoothly?
Here’s an example of a memo written by Sharon Li, the manager of Hipp Music store.
She communicates with co-workers about the store’s dress code.
Memo
Date : January 5, 2016

To : All employees of Hipp Music – Super Mall
From : Sharon Li, Manager
Subject : Workplace Dress Code
The company president asked me to remind all employees about Hip0 Music dress
code. We are free to dress like our customers, who are generally young and who dress
casually. However, there have been a few complaints from parents and mall
management at other Hipp Music locations about inappropriate clothing.
Here are guidelines about what to wear when working at the store:
a. Wear clothes that are clan and not ripped.

b. Choose T-shirts without graphics or words that may be offensive
to customers.
c. Do not wear sheer blouses or shirts unless you
d. Also wear a T-shirt or tank top underneath.
e. Wear shoes ( no flip plops or beach shoes)
f. Cover tattoos that have any offensive words or images.
We are fortunate to work for a store with a fun, casual dress policy. Please follow the
basic guidelines. If you have any questions, check with me or any of the other
assistant managers.

SKILLS
NAME: DATE:
Writing Activity
Draft a memo to a group of which you are a member. Follow the guidelines and the
model memo.
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Kemper, Dave, et. al. Write Source-Writing in the Workplace.

SKILLS
Lesson 9
Writing an E-mail Message
1. Understand the importance of an electronic mail.

2. Apply the guidelines in writing an e-mail message.
Electronic mail is fast, convenient way to communicate in the workplace. It

saves paper and allows many people to share information simultaneously. Increasingly,
e-mail is used not only within the office, but also to communicate with consumers and
business partners as well.
Guidelines in writing e-mail
Prewriting
 Consider your audience and your purpose for sending the message.
 Gather details based on what the reader needs to know.
Writing
 Organize the body in three parts:
Beginning: Complete you’re your e-mail header, making sure your subject
line is clear. Expand on the subject in the first sentences of
your message. Go directly to the point.
Middle: Supply all the details of your message while keeping your paragraphs
short. Double-space between paragraphs. Try to limit your
message to one or two screens and use numbers, lists, and
headings to organize your thoughts.
Ending: Let your reader know what follow-up action is needed and when; then
end politely.
Revising
 Improve your writing by asking yourself these questions concerning ideas,
organization, and voice: Is the message accurate, complete, and clear? Do I
have an effective beginning, middle, an ending? Is my tone appropriate for
the topic and the reader?

SKILLS
 Improve your style. Ask yourself these questions related to word choice and
sentence fluency: Did I use clear, everyday language? Does my message read
smoothly?
Editing
 Check for conventions. Correct any error in grammar, punctuation, and
mechanics before sending your e-mail.
Here’s an example of an e-mail message:
To: bdivine_ed.doc53@yahoo.com
Subject: Heroes of the Civil Rights Movement
Dear Sir or Madam:
I read the December 2, 2015 story in the Philippine Star about the documentary Hope
Christian High School students did on little-known heroes of the civil rights movement.
I am currently working on a paper for my Philippine History class on the subject, and I
would like to view the film as part of my research.
Would it be possible for me to borrow or buy a copy of the documentary? Is it

available commercially?
I am willing to buy a copy, or pay a rental fee, if necessary. I would gladly pay postage
if you are willing to lend me a copy of the documentary.
Thank you for your help. You can respond via e-mail, or phone me at the number
listed below.
Sincerely,
Anne Santos
Hope Christian High School
Sta. Cruz, Manila
287-71-71

SKILLS
NAME: DATE:
Writing Activity
Draft an e-mail to a publishing company to request a brochure on the latest tips in

cooking Pasta.
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Assignment
Be ready to present before the class your e-mail draft.
Kemper, Dave & et.al. Write Source.

SKILLS
REFERENCES
Books
Alcantara, Rebecca. Espina. Technical Writing for the Filipino Students. 3rd edition.
Katha Publishing Co. Inc. Makati City. 2010.
Antoque, Chanda Pilar. Casinto, Carlo Domingo. Opulencia, Victoria. Interactive Writing
in Business Correspondence and Technical Reports: A Communicative Process
Approach. C & E Publishing Inc. Quezon City. 2009..
Bouing Ronnie. Reyes Urbano. Terso Elsa. Zabala Consolacion. English 2. 2004.
Gabriel-Payawal Josefina. English Communications IV (Based on Basic Education

Curriculum)). St. Bernadette Publishing Co. 2010.
Kemper Dave. Sebranek Patrick. Meyer Verne. Write Source. Houghton, Mifflin
Harcourt, Publishing Co. 2012.
Navarro, Melvin, et al., Builders for Effective Writing IV. St. Bernadette Publishing Co.
2004.
Nepomuceno, Matthew M. Communication Arts: Critical Thinking and Learning Skills.

Katha Publishing Co. Inc. Makati City. 2012.
Norton, S. Green, B. Essay Essentials. Toronto Canada, Richard and Winston of Canada
Limited 1991.
Olarga-Canal Ilda. Students’ Guide to Theme Writing. St. Theresa Publishing Co. Quezon
City 2010.
People’s Televison Network Inc. (PTNI). Constel English: A Telecourse for Teachers of
English. 1999.
The Philippine Star, December 20, 1997.

SKILLS
Websites
agham.asti.dost.gov.ph
collegeofthedesert.edu
e.turo.org
http://library.iit.edu/books/novella.mhhe.com
http://library.iit.edu/books/www.homeschooldiscount.com
https://www.google.com.ph
https://www.mesacc.edu/~paoih30491/argumentsample of Sol Pdi.html
jan.ucc.nau.edu/-larkin/eng 302/class/rhetoric/graphics/lesson 1-4-2html
Literarydevices.net
Literarydevices.net/discourse
munseys.com
novella.mhhe.com
thevisualcommunicationguy.com
vanseodesign.com/web-design/organizing-informationthevisualcommunicationguy.com
warrencountrycshools.org
www.blog.edu.com
www.carnet.hr
www.cecftu.edu.vn
www.drivenforward.com
www.faytechcc.edu
www.freehostz.com
www.jspfsm.umin.ne.jp/ www.kmf.fgg.uni-lj.si/www.1511.ru
www.nationjunior.net
www.nyu/classes/keeper/nature/ww2claims.pdf

SKILLS
www.oxforddictionaries.com
www.rajeevmasand.com
www.scsk12.org/scs/subject areas/researchpaper/claim.http
www.softwareabout.com
www.webpage.uidaho.edu
www.wisegeek.org
zunal.com

SKILLS

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Reading and Writing Skills

Bella C. Divina, Ed.D.

Bella C. Divina, Ed.D.

CHAPTER 3 – PURPOSEFUL WRITING IN THE DISCIPLINES AND FOR PROFESSIONS

Reading is a process of meaning construction through interaction of reader, text

In reading you conceptualize what is conveyed by the writer as the speaker

1. Understand that information in a written text may be selected and organized to

Writing is the “flipside” of reading, that is, when we write, we read. It is

A reading passage can be linked to a writing exercise by having students examine

Another way of connecting reading with writing is through text-conversion

Reading and writing have also been conventionally connected in paraphrasing

The reading exercises need not be a piece of connected prose. It may be a

In these exercises, the receptive skill of reading is connected with the

From: Constel English Writing Segment Volume IV

2. Narration – is a type of discourse that relies on stories, folklore or a drama as a

3. Descriptive – is a type of discourse that describes something in relation to the

4. Argument – is a type of discourse that is based on logic and, through correct

It is a type of literary conversation which focuses on the expression of feelings,

Expressive discourse does not involve the presentation of facts or the

READING AND WRITING 3

People are interested in speaking one language that could be spoken

People recommend that an existing language like English, Russian or Chinese be

Adapted from World Book Encyclopedia

READING AND WRITING 4

1. What is your first language?

2. In what situations do you use your first language? English?

READING AND WRITING 5

When Valentine’s Day approached, Alex thought he had a chance. He would

READING AND WRITING 6

3. What can we conclude about CeCe from the first paragraph?

4. Why didn’t Alex ask CeCe if she liked him?

5. What is the climax of this story?

6. What is the purpose of the story?

McGraw-Hill Children’s Publishing

READING AND WRITING 7

1. Achieve understanding on the importance of organizing information.

Below are five basic ways to organize information:

4. Category - Organizing by category uses the easiest ways to organize

READING AND WRITING 11

At the end of the lesson, the students are expected to:

1. Generate and discover ideas for writing.

Brainstorming is primarily a group of activities in which everyone shares ideas

The best way to improve brainstorming is to brainstorm often – thus on a

The following are the steps in conducting a brainstorming session:

READING AND WRITING 12

2. Drafting enables one to discover what he/she wants to say

4. Publishing and presenting the output.

The following are examples of brainstorming activities:

1. Cubing is a brainstorming activity which enables students to generate ideas

2. Mapping is another brainstorming activity which is similar to cubing because it

4. Clustering generates a great number of ideas, enabling students to be more

READING AND WRITING 13

1. The use of E-book in a class.

READING AND WRITING 14

THE COMPUTER: IT’S POSITIVE AND NEGATIVE EFFECTS

Think of an Internet Sensation or write certain words that pertain to

Example: ALDUB, Networking etc.

1. Education ______________ 6. Business _______________

READING AND WRITING 16

At the end of the lesson, the students are expected to:

1. Identify the different types of graphic organizers that aid comprehension.

Writing in business, industry, and government usually implies effective graphics.

1. Education 6. Business _