For a text to be well-written, one must keep in mind these four properties: (1) Organization; (2) Coherence; (3) Mechanics; and (4) Language Use.

1. Good
morning

2. PROJECT: PORTFOLIO
DEADLINE: FEBRUARY 2, 2018
CONTENTS:
• ASSIGNMENTS
• QUIZZES
• OTHER PAPERS SUBMITTED
• REFLECTION PAPER (CONTAINING WHAT
YOU LEARNED, AND YOUR STRENGTHS
AND WEAKNESSES, AND WHAT YOU PLAN
TO DO TO HONE YOUR WRITING SKILLS
MORE)

3. COVERAGE OFTHE EXAM
for Reading andWriting
From Connected Discourse to
Properties of aWell-Written
Text

4. LET’S
PLAY

5. A WELL-WRITTEN
TEXT IS . . .

6. TO DO LIST:
 Identify the different properties of a well-
written text;
 Cite the importance of a well-written text; and
 Create a short well-written paragraph
employing the properties of a well-written text.

7. PROPERTIES OF A
WELL-WRITTEN TEXT

8. THESIS STATEMENT: For a text to be well-written, one must keep in mind these four
properties.
I. Organization
II. Coherence and Cohesion
A. Arrangement of details according to . . .
1. Chronological Order
2. Spatial Order
3. Emphatic Order
B. Signal Devices
1. Transitions
a. Time e. Comparison
b. Sequence f. Contrast
c. Space g. Cause and Effect
d. Illustration h. Conclusion
2. Repetitions
3. Synonyms
4. Pronouns
III. Language Use
IV. Mechanics

9. I.ORGANIZATION
• It is said that ideas are well-developed when
there is a clear statement of purpose, position,
facts, examples, specific details, definitions,
explanation, justifications, or opposing
viewpoints.
• Organization is achieved when these ideas are
logically and accurately arranged.

10. ORGANIZATION
If there is a clear
statement of
purpose, position, facts,
examples, specific details,
definitions, explanation,
justifications, or
opposing
viewpoints,
IDEAS are
formed
and well-
developed.
ORGANIZATION
And if there is organization. . .
there is . . .

11. COHERENCE

12. II. COHERENCE AND
COHESION
COHERENCE: This means that
sentences are arranged in a logical
manner, making them easily understood
by the reader.
COHESION: connection of ideas at
sentence level

13. COHESION
- the property of unity in a written text or a
segment of spoken discourse that stems from
links among its surface elements, as when words
in one sentence are repeated in another, and
especially from the fact that some words or
phrases depend for their interpretation upon
material in preceding or following text

14. Example:
Be assured of this. Most people do
not want to fight. However, they will
do so when provoked.

15. How can we organize the
details of a paragraph?

16. II. Coherence and Cohesion
A. Arrangement of details according
to . . .
1. Chronological Order
2. Spatial Order
3. Emphatic Order

17. 1. CHRONOLOGICAL. The
details are arranged in the
order in which they
happened.
COHERENCEAND COHESION

18. COHERENCEAND COHESION
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. COHERENCEAND COHESION

20. COHERENCEAND COHESION
2. SPATIAL – The sentences of a
paragraph are arranged
according to geographical
location, such as left-to-right, up-
to-down, etc.

21. COHERENCEAND COHESION
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.

22. COHERENCEAND COHESION
3. EMPHATIC – is when information
found in a paragraph is arranged to
emphasize certain points depending on
the writer’s purpose.
The coherence of the paragraph is
established in one of two ways: (a) from
least to most important, or (b) from most
to least important.

23. 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.
COHERENCEAND COHESION

24. COHERENCEAND COHESION
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).

25. COHERENCEAND COHESION
B. Signal Devices
1. Transitions
a. Time e. Comparison
b. Sequence f. Contrast
c. Space g. Cause and Effect
d. Illustration h. Conclusion
2. Repetitions
3. Synonyms
4. Pronouns

26. B. Signal Devices
- words that give readers an
idea of how the points in your
paragraph are progressing
COHERENCEAND COHESION

27. COHERENCEAND COHESION
Examples:
1. Transitions (words that
connect one idea to another, in
order for our ideas to flow
smoothly)

28. COHERENCEAND COHESION
a.Time (first, immediately,
afterward, before, at the same time,
after, earlier, simultaneously, finally,
next, in the meantime, later,
eventually, then, meanwhile, now,
subsequent, etc.)

29. COHERENCEAND COHESION
b. Sequence (moreover,
furthermore, next, also,
finally, last, another, first,
second, third, besides,
additionally, etc.)

30. COHERENCEAND COHESION
c. Space (above,
next to, below, behind,
beside, etc.)

31. COHERENCEAND COHESION
d. Illustration (for
instance, specifically, for
example, namely, in this
case, to illustrate, etc.)

32. COHERENCEAND COHESION
e. Comparison (similarly,
also, in the same way,
still, likewise, in
comparison, too, etc.)

33. COHERENCEAND COHESION
f. Contrast (but, despite,
however, even though, yet,
on the other hand,
although, on the contrary,
otherwise, conversely, etc.)

34. COHERENCEAND COHESION
g. Cause and Effect
(because, as a result,
consequently, then, so,
since, etc.)

35. COHERENCEAND COHESION
h. Conclusion (thus,
therefore, in
conclusion, in short,
etc.)

36. COHERENCEAND COHESION
2. Repetitions (repetitions of
main ideas keep continuity and
highlight important ideas)
-it could be a word, a phrase, or a full
sentence, or a poetical line repeated to
emphasize its significance in the entire text

37. 1. If you think you can do it, you can do it.
2. The boy was a good footballer, because his
father was a footballer, and his grandfather was a
footballer.
3. The judge commanded, stamping his mallet on
the table, “Order in the court, order in the court.”
4. The president said, “Work, work, and work,” are
the keys to success.
Examples of Repetitions:

38. COHERENCEAND COHESION
3. Synonyms (these are
words similar in meaning to
important words or phrases
that prevent tedious
repetitions)

39. COHERENCEAND COHESION
4. Pronouns (words
that connect readers to
the original word that
the pronouns replace)

40. Example of Pronouns used in an actual sentence:
INCORRECT: Rodrigo Duterte is the 16th President of the
Republic of the Philippines. Aside from that, Rodrigo Duterte
also served as Davao City’s Mayor for a long period of time.
Rodrigo Duterte is also known by the populace as an adamant
leader. . .
CORRECT: Rodrigo Duterte is the 16th President of the
Republic of the Philippines. Aside from that, he also served as
Davao City’s Mayor for a long period of time. He is also known
by the populace as an adamant leader. . .

41. LANGUAGE USE
III. Language Use

42. LANGUAGE USE
III. LANGUAGE USE
- appropriateness of
word / vocabulary
usage

43. LANGUAGE USE
Words and Phrases one must
avoid to use in order to practice
appropriate Language Use:

44. LANGUAGE USE
Words and Phrases one must avoid
to use in order to practice
appropriate Language Use:
Table of contents
1.Too informal
2.Too unsophisticated
3.Too vague
4.Other tips

45. LANGUAGE USE
Too informal

46. Too unsophisticated

47. Too vague

48. LANGUAGE USE
Other tips
•Jargon (i.e. “insider” terminology that may be difficult
for readers from other fields to understand)
•Clichés (which are expressions that are heavily
overused, such as think outside of the box and but at
the end of the day)
•Everyday abbreviations (e.g. photos, fridge, phone, info)
•Slang (e.g. cops, cool)
•Not gender neutral (e.g. firemen, mankind)

49. And lastly. . .

50. IV. MECHANICS
P
M MM
Y
Y Y
YW W
WW

51. MECHANICS
IV. MECHANICS
- set of conventions on
how to spell, abbreviate,
punctuate, and capitalize
*Avoid contractions and exclamation
points (unless part of a direct quotation)
*Mention the full name before the abbreviation.
*Numbers from 0-10 must be spelled out.

52. MECHANICS
Other examples. . .

53. LET’S PLAY
A GAME

54. In this activity, I will be
presenting you excerpts or
examples from a text. You will try
to determine what property of a
well-written text is present/used
in it. For example. . .

55. Michael took the children with him.
Answer: Coherence and cohesion,
Pronouns

56. I will be grouping you into four groups.
Please count one to four.
The goal of each group is to get the
highest score. Aim to get more correct answers
for a high score. Exercise team work. Group
secretary give me a ¼ sheet of paper with the
list of group members.

57. When I begin reading each question, listen
carefully. It will only be read TWICE. Write your
answer on the sheet that will be provided. Only
ten seconds will be allocated for you to answer.

58. Question no. 1:
Central Idea: The Eiffel Tower is divided into three
sections.
Main Points: I. The lowest section of the tower
contains the entrance, a gift shop, and a restaurant.
II. The middle section of the tower consists of stairs
and elevators that lead to the top.
III. The top section of the tower includes an
observation deck with a spectacular view of Paris.

59. Answer: Coherence and Cohesion, Spatial Order

60. Question no. 2
During the early twentieth century, in addition to
industrialization, urban growth and technological
development, Australian society was experiencing a
transformation of the domestic ideal. Consequently,
people were subject to an increasing array of
government and professional programs aiming to
manage and regulate life, particularly family life.
Some of these programs were. . .

61. Answer: Coherence and Cohesion,
Signal Devices/Transitions

62. Question no. 3
ALTERNATIVE: A poor or negative
result
Instead of: A bad result

63. Answer: Language Use

64. Question no. 4
(Aside from transitions)
During the early twentieth century, in addition to
industrialization, urban growth and technological
development, Australian society was experiencing a
transformation of the domestic ideal.

65. Answer: Mechanics

66. Question no. 5
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.

67. Answer: Coherence and cohesion,
Chronological order

68. Question no. 6
President Rodrigo Duterte was the
16th President of the Republic of
Philippines. He is also the former
Mayor in Davao City for a long time.

69. Answer: Coherence and Cohesion, Pronouns

70. Question no. 7
Incorrect: The value in this variable is used to
determine when to pause during long display output,
such as during a software dump. Its value is reset each
time the ok prompt is displayed.
Correct: The value in this variable is used to determine
when to pause during long display output, such as
during a software dump. The variable’s value is reset
each time the ok prompt is displayed.

71. Answer: Mechanics

72. CONGRATULATIONS TO
THE WINNERS! 
CONGRATULATIONS ALSO
TO EVERYONE! 

73. Let’s test your skills!

74. IV. EVALUATION
IDENTIFICATION
Direction: Identify the following by writing it on the space before the item
number.
____________1. This is achieved when these ideas are logically and
accurately arranged.
____________2. The details of a paragraph are arranged according to
the order in which they happened.
____________3. It is a set of conventions on how to spell, abbreviate,
punctuate, and capitalize.
_____________4. These are words that connect one idea to another, in
order for our ideas to flow smoothly.
____________5. This means that sentences are arranged in a logical
manner, making them easily understood by the reader.

75. ____________6. These are words similar in meaning to
important words or phrases that prevent tedious repetitions.
____________7. The sentences of a paragraph are arranged
according to geographical location, such as left-to-
right, up-to-down, etc.
____________8. These are words that give readers an idea of
how the points in your paragraph are progressing.
____________9. These are the words that connect readers to
the original word that they replace.
____________10. To attain this property, one must be
consistent with the use of pronouns.

76. Key to Correction:
1. Organization
2. Chronological/Order
3. Mechanics
4. Transitions
5. Coherence
6. Synonyms
7. Spatial/Order
8. Signal Devices
9. Pronouns
10. Language Use

77. V. ASSIGNMENT (2 minutes)
Create a short well-written paragraph (about
anything) employing the properties of a well-written
text. Your essay will be rated according to this analytic
rubric. Consequently, use this rubric as a guide when
writing your essay and check it again before you
submit your essay.

78. TRAITS 4 3 2 1
Focus & Details There is one clear, well- focused topic.
Main ideas are clear and are well
supported by detailed and accurate
information.
There is one clear, well-focused
topic. Main ideas are clear but are
not well supported by detailed
information.
There is one topic.
Main ideas are somewhat clear.
The topic and main ideas are not
clear.
Organization The introduction is inviting, states the
main topic, and provides an overview
of the paper. Information is relevant
and presented in a logical order. The
conclusion is strong.
The introduction states
the main topic and provides an
overview of the paper. A conclusion
is included.
The introduction states the main
topic. A conclusion is included.
There is no clear introduction,
structure, or conclusion.
Voice The author’s purpose
of writing is very clear,
and there is strong evidence of
attention to audience. The
author’s extensive
knowledge and/or
experience with the topic is/are
evident.
The author’s purpose of writing is
somewhat clear, and there is some
evidence of attention to audience.
The author’s knowledge and/or
experience with the topic is/are
evident.
The author’s purpose
of writing is somewhat
clear, and there is
evidence of attention to audience.
The author’s knowledge
and/or experience with the topic
is/are limited.
The author’s purpose of writing is
unclear.
Word Choice The author uses vivid words and
phrases. The
choice and placement of words seems
accurate, natural, and not forced.
The author uses vivid words and
phrases. The choice and placement
of words is inaccurate at times
and/or seems overdone.
The author uses words
that communicate clearly, but the
writing lacks variety.
The writer uses a limited vocabulary.
Jargon or clichés may
be present and detract from the
meaning.
Sentence Structure,
Grammar, Mechanics, &
Spelling
All sentences are well
constructed and have
varied structure and length. The
author
makes no errors in
grammar, mechanics,
and/or spelling.
Most sentences are
well-constructed and
have varied structure and length.
The author
makes a few errors in
grammar, mechanics,
and/or spelling, but
they do not interfere
with understanding
Most sentences are well
constructed, but they
have a similar structure
and/or length. The
author makes several
errors in grammar,
mechanics, and/or
spelling that interfere with
understanding.
Sentences sound
awkward, are distractingly repetitive,
or are difficult to understand. The
author
makes numerous errors
in grammar, mechanics,
and/or spelling
that interfere with understanding.

79. THANK YOU
FOR LISTENING!
(If ever you listened)
