APPLYING PROPERTIES OF

A WELL-WRITTEN TEXT

Marian A. Habla
Subject Teacher
 “Bring the act of writing all of your craft,
care, devotion, lack of humbug, and
honesty of sentiment. And then write
without looking over your shoulder for the
literary police. Write as if your life
depended on saying what you felt as clearly
as you could, while never losing sight of the
phenomenon to be described.”
LET’S COMMUNICATE

• A well-organized piece of writing is not only

CLEAR but also LOGICAL and AESTHETIC.
1. ORGANIZATION

• Strong organization constitutes proper

paragraphing and logical order of presentations
of ideas.
• Paragraphing is dividing a text into paragraph.
1. ORGANIZATION

Ostrom (1978)
…averred that it is a way of making visible to the
reader the stages in the writer’s thinking.
1. ORGANIZATION

• The UNITY and COHERENCE of ideas among

sentences is what makes the paragraph.
• The paragraph is essentially a unit of thought,
not of length .
It is also noteworthy to point out that length as
well as the appearance does not define a
paragraph.
1. ORGANIZATION

Blakesley & Hoogeveen (2008)

…shed light on the nature of rhetorical situation.
To them, the FORM, LENGTH, STYLE and
POSITIONING of paragraphs will vary depending
on the nature and conventions of the medium
(print or digital), the interface (size and type of
paper, screen resolution and size) and the genre.
1. ORGANIZATION

“The rhetorical situation should always guide

your use of paragraphing. When you understand
paragraph conventions, your audience and
purpose, your rhetorical situations and your
writing’s subject matter, you will be in the best
position to decide how to use paragraphs
strategically and effectively to teach, delight or
persuade with your writing.”
1. ORGANIZATION

• Paragraph is organizing ideas.

• To make your paragraph reader-friendly, BREAK
UP THE MASS OF WORDS AND USE
APPROPRIATE SIGNALS AS YOU MAKE A NEW
POINT.
1. ORGANIZATION

• Readers want to see how argument is advancing

from one point to the next.
• An unparagraphed page gives the reader the
feeling of hacking a way through a thick jungle
without a track in sight – not very enjoyable and
very hard work.
1. ORGANIZATION

• Basic well-organized paragraph (STTC)

1. Each paragraph must be build around a SINGLE
idea termed as the “CONTROLLING IDEA”
2. Create a topic sentence which is generally
written as OPENING sentence of the paragraph.
3. An appropriate TECHNIQUE must be employed
to develop the topic sentence/key idea.
4. Use appropriate CONNECTIVES between and
within paragraph.
COHERENCE AND COHESION

COHERENCE
…the rhetorical aspects of the writing, which
include developing and supporting the argument,
synthesizing and integrating readings, organizing
and clarifying ideas.
COHESION
…focused on the grammatical aspects of writing.
COHERENCE AND COHESION

COHERENCE
• Summarizing the overall argument of an essay in
the introductory paragraph
• Presenting ideas in a logical sequence
• Putting separate, major points into separate
paragraphs
• Beginning each paragraph with a ‘topic sentence’,
following by supporting sentences.
COHERENCE AND COHESION

COHESION
…the degree to which sentences are connected so
that the flow of ideas is easy to follow.

To achieve good cohesion, you need to know how

to use cohesive devices, which are certain words
or phrases that serve the purpose of connecting
two statements, usually by referring back to what
you have previously written or said.
COHESIVE DEVICES
Addition again, also, and, and then, besides, equally important, finally,
first, further, furthermore, in addition, in the first place, last,
moreover, next, second, still, too
Comparison also, in the same way, likewise, similarly.
Concession granted, naturally, of course
Contrast although, and yet, at the same time, but at the same time,
despite that, even so, even though, for all that, however, in
contrast, in spite of, instead, nevertheless, notwithstanding, on
the contrary, on the other hand
Emphasis certainly, indeed, in fact, of course
Examples or after all, as an illustration, even, for example, for instance, in
illustration conclusion, indeed, in fact, in other words, in short, it is true, of
course, namely
Summary all in all, altogether, as has been said, finally, in brief, in
conclusion, in other words, in particular, in short, in simpler term,
in summary
Time Sequence after a while, afterward, again, also, and then, as long as, at last,
at length, at that time, before, besides, earlier, eventually, finally,
LOOK AT THE PARAGRAPH AND ANSWER THE QUESTIONS

The ancient Egyptians were masters of preserving dead people’s

bodies by making mummies of them. Mummies several thousand years
old have been discovered nearly intact. The skin, hair, teeth, fingernails
and toenails and facial features of mummies were evident. It is possible
to diagnose the disease they suffered in life such as smallpox, arthritis
and nutritional deficiencies. The process was remarkably effective.
Sometimes apparent were the fatal afflictions of the dead people: a
middle- aged king died from the blow on the head, and polio killed a child
king. Mummification consisted of removing the internal organs, applying
natural preservatives inside and out and then wrapping the body in layer
bandages.
QUESTIONS

• What is the topic sentence?

• Are the sentences that follow clearly related to the
topic sentence?
• Is the entire paragraph unified?
• Does it contain irrelevant details?
Now, compare and contrast the aforecited paragraph with this one.
ITALICS indicate pronouns and repeated/restated key words, BOLD
indicates transitional tag words and UNDERLINING indicates parallel
structure.

The ancient Egyptians were masters of preserving dead people’s bodies

by making mummies of them. In short, mummification consisted of
removing the internal organs, applying natural preservatives inside and
out and then wrapping the body in layer bandages. And the process was
remarkably effective. Indeed, mummies several thousand years old have
been discovered nearly intact. Their skin, hair, teeth, fingernails and
toenails and facial features are still evident. Their disease in life, such as
smallpox, arthritis and nutritional deficiencies, are still diagnosable. Even
their fatal afflictions are still apparent: a middle- aged king died from the
blow on the head; a child king died from polio.
 The paragraph is now more much more coherent.

The organization of the information ad the links between

sentences help the readers move easily from one
sentence too the next.

Notice how this writer use a variety of coherence

devices, sometimes in combination, to achieve overall
paragraph coherence.
READ THE THREE PARAGRAPHS & GIVE YOUR COMMENTS
ON HOW THE IDEAS ARE PRESENTED.

Paragraph 1
The hotel is famous. It is one of the most well-known
hotels in the country. The latest international dancing
competition was held at the hotel. The hotel spent a lot
of money to advertise the event. Because the hotel
wanted to gain international reputation. But not many
people attended the event.
READ THE THREE PARAGRAPHS & GIVE YOUR COMMENTS
ON HOW THE IDEAS ARE PRESENTED.

Paragraph 2
The hotel, which is one of the most well-known
hotels in the region, wanted to promote its image
around the world by hosting the latest international
dancing competition. Although the event was widely
advertised, not many people participated in the
competition.
READ THE THREE PARAGRAPHS & GIVE YOUR COMMENTS
ON HOW THE IDEAS ARE PRESENTED.

Paragraph 3
The latest international dancing competition was
held at the hotel, which is one of the most well-known
hotels in the region. The hotel spent a lot of money on
advertising the event since it wanted to enhance its
international reputation; however, it failed to attract
many people.
REWRITE THE PARAGRAPH TO MAKE IT MORE COHERENT.
USE APPROPRIATE TRANSITIONAL EXPRESSIONS.

The Human Resources department is developing a

plan to increase employee retention. Three employees
resigned from the accounting department last month.
We had to hire temporary staff to fill the positions until
new accounting staff could be hired. Many important
accounting task went unfinished. Employee retention
has become a top priority for Human Resources.
Certainly, employee retention has become a top
priority for Human Resources. Hence, the Human
Resources department is developing a plan to
increase employee retention. After all, three
employees resigned from the accounting
department last month and many important
accounting task went unfinished. Eventually, we
had to hire temporary staff to fill the positions
until new accounting staff could be hired.
LANGUAGE USE

• To communicate effectively, one must think

about their STYLE, TONE and CLARITY of his/her
writing, and adapt these elements to the
reading audience.
• ANALYZING one’s audience and purpose is the
key to writing effectiveness.
LANGUAGE USE

• The writer must consider the OBJECTIVE of the

document, the CONTEXT in which it is being
written, and who will be reading it.
• APPROPRIATE language increases one’s
credibility, strengthens his argument and keep
his audience.
LANGUAGE USE

• Major issues with appropriate language use

a. Level of Language Formality
Writing in a style that your audience
expects
and that fits your purpose is key successful
writing.
LANGUAGE USE
• Major issues with appropriate language use
b. In-Group Jargon
Jargon refers to specialized language used by
groups of like-minded individuals. Only use in in-
group jargon when you are writing for members
of that group. You should never use jargon for a
general audience without first explaining it.
LANGUAGE USE
• Major issues with appropriate language use
c. Slang and Idiomatic Expression
Avoid using slang or idiomatic expressions
in
general academic writing.
LANGUAGE USE
• Major issues with appropriate language use
d. Deceitful Language and Euphenisms
Avoid using euphemisms (words that veil the
truth, such as “collateral damage” for
unintended
destruction of civilian and their property) and
other deceitful language.
LANGUAGE USE
• Major issues with appropriate language use
d. Biased Language
Avoid using biased language including
language
with racial, ethic group, or gender bias or
language that is stereotypical.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
• Concrete & Specific Language
Concrete language includes descriptions which
create tangible images with details the reader
can visualize.
Abstract language is vague and obscure and
does not bring to mind specific visual images.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
He is a bad roommate.
He is lazy and discourteous.
He is untidy and unclean.
He doesn’t clean up his own messes.
He leaves his dirty dishes on the kitchen counter.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
• Concise Language
A hallmark of effective writers is the ability to
express the desired message in as few words as
possible. Good writers, in other words, use
language which is straightforward and to-the-
point.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
(1) It is widely discussed by employees that many of them
will be forced to change jobs and take on new
responsibilities when the merger takes place between the
two companies.

(2) Before making a decision about whether the person on

trial is guilty or innocent in this case, the members of the
jury should be sure to carefully think about, ponder and
reflect on all of the important ad relevant testimonies in
the case.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
• Familiar Language
Readers easily recognize and understand
because they use it on a regular basis. One of the
most important functions of language is to build
a sense of commonality with one’s reader.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following:

An assignment given to a class of business students by their

philosophy professor:
“The presently assigned paper necessitates an eloquently
articulated analysis of the Existentialist perspective as it pertains
to contemporary living. You should adumbrate the points which
represents the sine qua non of your analysis.”
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following:

A letter sent to high school students warning them the risk of an

unhealthy diet:
“Individuals who maintain a diet of high fat content are
exposed to an increased risk of developing atherosclerosis, which
is a buildup of fat deposits on the inner wall of the arteries. This
condition can reduce or cut off the flow of blood in the arteries
serving the major organs of the body. This can lead to poor
health.”
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
• Constructive Language
…language phrases a potentially negative
message in a positive way, whereas destructive
language directs blame and criticism toward
reader, creating defensiveness.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Readers are likely to become defensive when
the writer’s language expresses any or all of the
following:
1. Superiority over the reader
2. Indifference or apathy about an issue of importance to the reader
3. Negative evaluation or judgment of the reader (as oppose to
neutral descriptions or observations
4. Command or control over the reader
5. Skepticism or doubt about the reader’s credibility or the
legitimacy of their claims
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following examples.

Boss to employee:
“Your job performance recently has been unacceptable and
there are no excuses for it. You have claimed that you are having
some serious personal problems, but even if this is true, you
cannot allow it to affect the quality of your work. If your work
doesn’t improve, I’ll have to replace you with someone else.”
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following examples.

Student to Instructor:
“You have confused me so badly with your lectures that I don’t
know what to do. I am considering dropping out and taking the
class next quarter from Dr. Johnstone, who can explain the
information much more clearly. I don’t want to drop out, but I
have never been so frustrated with an instructor in my whole
life.”
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following examples.

Instructor to Student:
“I have never had a student who was so confused with this
material. Perhaps you should take an easier course from an easier
professor. It makes no difference to me.”
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
• Formality of Language
…one uses should match the formality of the
situation and the relationship between the writer
and reader.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following:

VERY FORMAL
Exceedingly large segments of the population are expressing
their discontent with medical practitioners who appear to be more
engrossed in amassing financial assets than providing efficacious
care to people with health disorders.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following:

FORMAL
A large number of consumers are complaining about medical
doctors who are apparently more interested in making money
than in providing effective health care.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following:

INFORMAL
A lot of people are unhappy with their doctors who only seem
to care about how much money they make, and not about giving
their patients good care.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
• Mechanics
…describe the technical aspects of writing. It
specifies the established conventions for words
that you use – spelling, punctuation,
capitalization, etc.
A piece of writing must look worth reading
such that it is not hard to figure out what you are
trying to say.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider this example below.

MEMORABLE STUDENTS

they are the memorable students in any class they participate

fully in any mischief they see no point in volunteering for extra
jobs they delight in distracting their classmates they take no
pleasure in learning they are never satisfied
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider this example below.

MEMORABLE STUDENTS
They are the memorable students. In any class, they participate
fully. In any mischief, they see no point. In volunteering for extra
jobs, they delight. In distracting their classmates. They take no
pleasure in learning. They are never satisfied.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider this example below.

MEMORABLE STUDENTS
They are the memorable students in any class. They participate
fully in any mischief. They see no point in volunteering for extra
jobs. They delight in distracting their classmates. They take no
pleasure in learning. They are never satisfied.
TASK H-4.2

Visit
https://www.youtube.com/watch?v=8H8QRK-ex34

(on features of well written text). Present

synthesis or the content of the video clip.
TASK H-4.3
THINK OF THE BEST WAY TO ORGANIZE THE SET OF
SENTENCES BELOW. JUSTIFY YOUR ANSWER.
• Rewriting is something most writers find they have to do.
• They rewrite to discover what they have to say.
• They rewrite to discover how to say it.
• There are a few writers who also do little formal rewriting.
• They have capacity and experience.
• They create and review a large number of invincible drafts.
• They create and review in their minds.
• They do this before they approach the page.
TASK H-4.4

Think of a most pressing environmental issue.

Make a reaction paper on that issue.