Reading and Writing Quarter 3 – Module 2 (Lesson 1-2).pptx
1. QUARTER 3 – MODULE 2:
UNDERSTANDING TEXT AND ITS
PROPERTIES
2. WHAT IS A TEXT ORGANIZATION?
• Text organization deals with how a text is
organized to help readers follow and understand
the flow of information and ideas cascaded.
• There are a number of standard forms that help text
organization when writing.
• This text organization also assists readers
logically in grasping a particular text.
4. MASLOW’S HIERARCHY OF NEEDS
• In order to better understand what motivates human beings,
Maslow proposed that human needs can be organized into a
hierarchy. This hierarchy ranges from more concrete needs such
as food and water to abstract concepts such as self-fulfillment.
According to Maslow, when a lower need is met, the next need on
the hierarchy becomes our focus of attention.
• These are the five categories of needs according to Maslow:
Physiological, this refers to basic physical needs like drinking
when thirsty or eating when hungry. Safety, once people’s
physiological requirements are met, the next need that arises
is a safe environment. Love and Belonging, according to
Maslow, the next need in the hierarchy involves feeling loved and
accepted. This need includes both romantic relationships as well
as ties to friends and family members.
5. EXPLANATION:
•The words that are written in bold are examples of
Maslow’s Hierarchy of Needs that the first sentence is
referring to.
•By stressing these words, the reader can distinguish the
right term for the concepts along with their definitions; this
would also help readers in remembering the needs since
they stick out from the rest of the text.
6. 2. SIGNAL WORDS (THE CUE IN ORDERING
OF EVENTS AND CONCEPTS)
• Example:First, dissolve a package of yeast and
one teaspoon of sugar in 1 cup of warm water.
Add ¼ cup of canola oil and a dash of salt.
Slowly stir in 3½ cups of flour. A soft dough will
form. Meanwhile, pre-heat the oven to 450° F.
Then transfer the dough to a floured surface and
knead it until it becomes smooth and elastic. Put
it in a bowl, cover, and set the bowl in a warm
place. In about 45 minutes, it will double.
7. EXPLANATION:
• By using sequential signal words, readers are
guided on what comes next and what will be the
next sequence.
Signal words often used for chronological order
or sequence are:
•first, second, third
•before, after
•when
•later
•until
•at last
•next
8. 3. STRUCTURE
• The complete framework of the text. The
structure provides the framework upon
which the text is organized. It consists
of beginning, middle and end.
9. EXAMPLE
• A hare one day ridiculed the short feet and slow pace of the
Tortoise, who replied, laughing: "Though you be swift as the
wind, I will beat you in a race." The Hare, believing her
assertion to be simply impossible, assented to the proposal;
and they agreed that the Fox should choose the course and
fix the goal. On the day appointed for the race the two
started together. The Tortoise never for a moment stopped
but went on with a slow but steady pace straight to the end
of the course. The Hare, lying down by the wayside, fell fast
asleep. At last waking up, and moving as fast as he could,
he saw the Tortoise had reached the goal, and was
comfortably dozing after her fatigue.
12. WHAT’S NEW
• Cohesion - refers to the logical flow and
connection in a written text and is
achieved through the use of devices to
link sentences together so that there is a
logical flow between ideas from one
sentence to the next.(Enquist & Oates
2009: 34)
14. WHAT’S NEW
• Coherence - refers to the unity or
togetherness of the text as a whole and is
achieved through the effective grouping
and arrangement of ideas in a logical
order.(Enquist & Oates 2009: 34)
15. COHERENCE IN PARAGRAPHS
• These includes devices such as:
1. Connecting words (conjunctions)-
because, therefore, however
2. Referring words- this, these, those
3. Pronouns- it, they, their
4. Synonyms- industry, sector
16.
17. ARRANGEMENT OF DETAILS
ACCORDING TO
1. Chronological Order
The details are organized in the order which they
happened. (Landich, 2018)
18. EXAMPLE:
• This morning was crazy. My alarm clock was set
for PM instead of AM, so I woke up really late. I
just threw on some clothes and ran out the door.
I rode my bike as fast as I could and thought that
I was going to be late for sure, but when I got
there everyone was outside and there were
firetrucks all lined up in front of school. I guess
somebody pulled the fire alarm before class
started. It worked out though, because nobody
really noticed or minded that I was tardy.
19. 2. SPATIAL ORDER
• The sentences of a paragraph are organized
according to the geographical location such
as left to right up to down etc. (Landich, 2018)
20. EXAMPLE:
• The inside of Bill's refrigerator was horrible. On
the top shelf was a three week old carton of milk.
Next to it sat a slice of melon that had started to
get moldy. To the right of the melon sat the
remains of a macaroni and cheese dinner that
had been served a week earlier. On the shelf
below was a slice of cake from his sister's
birthday party. Though there was food, none of it
was edible.
21. 3. EMPHATIC ORDER
• The information in the paragraph is organized to
emphasize certain points depending on the writer’s
purpose. (Landich, 2018)
• Emphatic order asks you to organize your paper in
the order of how strong your examples are (hence the
word "emphatic" or placing emphasis on certain
information over other pieces of information based upon
importance).
22. HOW TO WRITE MORE EMPHATIC
SENTENCES
1. Put the most important ideas at the end of the sentence. Having
the main idea at the beginning of a sentence is good for keeping the
reader informed as early as possible (as is common with traditional
journalistic writing). If you’re looking to maximize the impact of your
sentences, though, nothing beats putting the main point it at the end
(especially if it’s a particularly emphatic point).
2. Keep the end short. Resist the urge to add anything to the end of
a sentence if you want to maximize its impact. No clever quips, no
qualifying your point and no repeating yourself — the shorter the
sentence, the more emphatic you can make it.
3. Put all subordinate ideas in subordinate clauses. That way, the
delineation between main and subordinate is clearer. If your
sentence combines ideas of equal importance, you may want to use
parallel constructions or semi-colons to improve emphasis.
23. EXAMPLE:
• After looking at all the brochures and talking to several
salesmen, I decided to purchase an SLR camera. For several
years I had been dissatisfied with the results I was getting from
my point and- shoot camera. The framing was imprecise and the
focus was not always accurate. I had planned a vacation to an
area that promised many fabulous photo opportunities, and I
wanted to capture each one with accuracy. But the most
important reason I decided on the SLR camera was the great
versatility it offered. In the above paragraph, the
organization moves from the least important idea (dissatisfaction
with the results of the point-and shoot camera) to the most
important idea (the versatility offered with the SLR camera).
24. MODULE 3: CLAIMS IN WRITTEN
TEXTS
• To properly evaluate the ideas, you have gathered while
reading, you must be able to know the different kinds of
information which explicit information and implicit
information are. Two Kinds of Information:
• Explicit Information is the information stated in the text.
Readers can see the piece of information stated in the
given passage.
• Implicit information is the information not directly
presented in the text. As readers, we need to read
between the lines to understand the details that the
writer is trying to tell us.
25. MODULE 3: CLAIMS IN WRITTEN
TEXTS
• Critical reading enables you to distinguish the explicit
and implicit information provided by the author.
• Explicit information is information that is clearly stated
in the text.
• Implicit, on the other hand, are ideas suggested in the
text but not directly stated. This is where the ability to
make inferences based on clues within the text is
applied.
26. REMEMBER:
• Through proper identification of explicit and implicit
information, the critical reader can properly evaluate the
claim/s made by an author.
• Claims state the point or position of an author regarding
a certain topic.
• The claim statement is further proven by supporting
details from various resources and reliable evidence.
27. TIONGSON (2016) GAVE THE FOLLOWING
CHARACTERISTICS OF GOOD CLAIMS:
1. A claim should be argumentative and debatable. It
is expected for a written text to yield objections and
opposite perspectives to appear for readers of a text
that supports a certain stand on a topic. Completely
factual texts are not considered debatable.
2. A claim should be specific and focused. With the
statement of claim limiting the scope of the written text,
it must be noted that claims must be focused on a single
topic alone to arrive at an equally concise and specific
result or conclusion.
28. TIONGSON (2016) GAVE THE FOLLOWING
CHARACTERISTICS OF GOOD CLAIMS:
3. A claim should be interesting and engaging.
It should capture the interest of readers at first
glance and encourage a healthy discussion on the
topic.
4. A claim should be logical. The evidence
supporting the claim must be reasonable at its
best.
29. CLAIM OF FACT
• Claims of Fact are pieces of information which are
grounded on reliable authority such as science or history.
• Claims of Fact relate to statements that can be easily
verified and not dependent on a person's preference. It
also asserts that a condition has existed, is existing, or
will exist and is based on facts or data.
• Facts that are universally accepted are not considered
claim of fact but instead a statement of fact
30. • Claims of Fact are often qualified by such terms as generally,
probably, or as a rule. And, to verify whether these statements are
claim of fact or not, ask these questions:
Is it debatable? Is it verifiable? Is it specific? Can it be solve
objectively?
Types of factual claims (generally "objective")
1. Factual / historical
2. Relational - causal connections
3. Predictive
Proof requires:
• sufficient and appropriate grounds
• reliable authority
• recent data
• accurate, typical data
• clearly defined terms -no loaded language
• a clear distinction between fact and inference
31. EXAMPLES OF CLAIMS OF FACT
• The oldest known disease in the world is leprosy.
• Generally, obesity causes health problems.
• Neil Armstrong was the first man to step on the moon.
• The first Mindanaoan President is Rodrigo Duterte.
• The earth is warming rapidly.
32. CLAIM OF POLICY
• The Claim of Policy calls for some form of action.
• It states what the reader should or ought to do about a
particular situation/topic.
• The Claim of Policy advocates a specific course of
action. It asserts that specific policies should be
instituted as solutions to problems.
• Claims of policy argue that certain conditions should
exist. Almost always "should" or "ought to" or
"must" are included in this claim.
33. • Claims of Policy are specific statements on procedures or laws that
need to be modified based on certain issues or conditions. Most of the
time, claims of policy ask for plans of action to solve current
problems.
Proof requires:
• Making proposed action (clear), need (justification), plan (must be
workable), benefit (advantages) consider opposition / counter
arguments.
• Consider this statement, for example: To attract more non-
traditional students, this college must review and revise its
course offerings.
• The given statement above is an example of a claim of policy. It
calls on action for the college referred to, regarding its course
offerings to arrive at a workable conclusion which is to attract more
non-traditional students. The author may choose to elaborate on
this course of action to prove that this claim can work for the
college.
34. EXAMPLES OF CLAIMS OF POLICY
• The mayor should suspend the classes today.
• You must send your children to public schools.
• The government should legalize medicinal
marijuana.
• The Boy Scouts should not have to include gay
scout leaders.
• Local Malls should not open during the general
community quarantine.
35. CLAIM OF VALUE
• Claims of Value refer to statements that appeal to
a person’s taste and morals or the sense of
what’s good and what’s bad.
• This type of claim weighs the values according to
which is more desirable. Claim of value deals with
topics concerning moral, philosophical, or
aesthetic aspects.
36. REMEMBER:
• Claims of Value involve judgments and
evaluations.
• It judges whether something is good/bad,
right/wrong, just/unjust, ethical/non-ethical, and
others.
• We judge the worth of something. It attempts to
prove that some things are more or less desirable
than others.
37. • Some claims of value are simply expressions of taste,
preferences, and prejudices. The most important in proving
claim of value is by establishing standards of evaluation.
Proof requires:
• Establishing standards of evaluation (i.e. a warrant that
defines what constitutes instances of the relevant value)
• note the priority of the value in this instance
• Establish the advantage (practical or moral) of your
standards
• Use examples to clarify abstract values Use credible
authorities for support
38. “HONESTY IS THE BEST POLICY”
• This famous saying is one good example of a claim of
value. To prove the statements validity, the author may
elaborate on the examples that show how honesty holds
advantage over other policies and how it has been
proven to be effective.
39. EXAMPLES OF CLAIMS OF VALUE
• It is better to be feared than loved.
• Cheating is not good.
• Gay marriage is immoral.
• Buying a house is a lot better than building it.
• Rock music sucks.
• The government is doing a great job during the Covid-19
pandemic.
