Here is a 14-sentence narrative describing a personal experience that changed my life: One summer, my family and I went on a camping trip in the mountains. We packed our bags with food, clothes, and camping gear and drove for hours until we reached a secluded campsite nestled in the forest. As we set up our tents under the darkening sky, I could hear strange noises coming from the trees. That night, a fierce storm blew in and our tents were battered by strong winds and heavy rain. Worried that our tents might collapse, my father decided we should spend the night in our car for safety. I lay awake listening to the storm rage outside, feeling scared and alone in the unfamiliar wilderness. The next morning

1. Senior High School
Reading and Writing
Skills
Quarter 3 - Module 1

2. Reading and Thinking Strategies across Text
Types

3. Reading and Writing Skills – Senior High School
Alternative Delivery Mode
Quarter 3 - Module 1: Reading & Thinking across Text Types First
Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
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agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent nor
claim ownership over them.
Published by the Department of Education – Division of Cagayan de Oro
Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module
Authors: Franque Manuel C. Carrasco, Dr. Maria Christina N.
Ganas, Catherine Mae N. Garcia, Cathelyn D. Matias,
Eric P. Miso, Araceli B. Melliza
Focal Person, Reviewer
and Language Evaluator: Dr. Jerry G. Roble
Division English / Reading Coordinator
Content Evaluators: Ronald L. Ampong, Dr. Rosalinda C. Tantiado,
Erlinda Quirap
Layout Evaluator: Ronald L. Ampong
Illustrators / Layout Artists: Alma Shiela A. Alorro, Lorebina Carrasco II
Harper F. Cael, Sheena Cascon,
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Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Co-Chairpersons: Alicia E. Anghay, PhD, CESE
Assistant Schools Division Superintendent
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Senior High School Senior High School
Reading and
Writing
Quarter 3 - Module 1
Reading and Thinking Strategies across
Text Types
This instructional material was collaboratively developed and reviewed
by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedbacks,
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FAIR USE AND CONTENTS DISCLAIMER: This Self Learning Module (SLM) is
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owned by their respective copyright holders. The publisher and authors do not
represent nor claim ownership over them. Sincerest appreciation to those who
made significant contributions to these modules.
Table of Contents
What This Module is About ....................................................................................................................... i
What I Need to Know .................................................................................................................................. ii
How to Learn from this Module………………………………………………………………………… iii
Icons of this Module ................................................................................................................................... iii
What I Know …. ........................................................................................................................................ iv
Lesson 1:
Patterns of Development .................................................................................................... 1
What I Need to Know ................................................................................... 1
What’s New:
Activity 1 #staysafe ..................................................................................... 2
Activity 2 KWL Chart …………………………………………………………….2
What Is It: Narration .................................................................................... 3
What’s More:
Activity 3. My Story ...................................................................................... 4
Activity 4. Controlled Composition ............................................................................ 5
What Is It Comparing and Contrasting ........................................................ 6
What’s More:
Activity 5. Mingling Venn .............................................................................. 6
What Is It: Problem-solution ........................................................................ 7
What’s More:
Activity 6. Problem Solved .......................................................................... 8
Activity 7. Distinguishing cause and effect ................................................... 9
Activity 8. Combi - Mode .............................................................................. 9
What Is It: Persuasion .................................................................................. 10
What’s More
Activity 9. Persuasion Clinch ....................................................................... 10
What I Have Learned:
Activity 10: Synthesizing Your Learning ....................................................... 11
What I Can Do: Compare/Contrast Matrix ................................................... 12
Lesson 2:
Properties of Well-written Text
What’s In ............................................................................................................................ 14
What I Need to Know ................................................................................... 14
What’s New: ............................................................................................... 15
Activity 1. Confusing Errors
15 What Is It: Organization ..............................................................................
15

6. What’s More:
Activity 2. Recognizing Text ......................................................................... 18
What Is It: Coherence and Cohesion .......................................................... 19
What’s More:
Activity 3. Which is Which ............................................................................ 21
Activity 4. Word Order .................................................................................. 22
What Is It: Language Used ......................................................................... 22
What’s More:
Activity 5. Language Use ............................................................................. 24
What Is It: Mechanics
Activity 6. American – British Match ............................................................ 26
Activity 7. Correct Me ................................................................................... 26
What Is It: Punctuation ................................................................................. 27
What’s More
Activity 8. Correct Punctuations ................................................................... 29
Activity 9. Punctuate Me .............................................................................. 29
What Is It: Capitalization .............................................................................. 30
What’s More
Activity 10. Capitalization Practice ............................................................... 30
What I Have Learned:
Activity 10: Synthesizing Your Learning ....................................................... 30
What I Can Do:
Activity 11. Evaluate the following written text ............................................ 31
Activity 12. Cloze Test ................................................................................. 32
Activity 13. Writing Activity .......................................................................... 32
Assessment: (Posttest) …………………………………………………………………………..33
Key to Answers …………………………………………………………………………………………….35
References ………………………………………………………………………………………………… 37

7. What This Module is About
Welcome to exciting episode of Reading and Writing! Your patience and dedication
to learn new things are truly remarkable! Keep it up!
Communicating through written words and interacting with texts are not easy
feats. However, writing and presenting your ideas effectively seems to be a challenging
one. Thus, learning to develop your skills in writing is valuably deemed necessary in
crafting your work beautifully and meaningfully.
As such, you should learn new concepts, ideas and skills whole-heartedly.
Everything that you will learn from this Module is not limited to this piece of paper.
Instead, you will be applying them in real life. It may sound cheesy but after going
through this Module, you would surely tell yourself that you wouldn’t leave this Module
empty-handed.
This module will equip you with the necessary skills in thinking critically,
selecting information efficiently, organizing ideas logically, and evaluating arguments
soundly.
Following are the lessons found in this module:
1. Identifying Patterns of Development
a. Narration
b. Description
c. Exemplification / classification
d. Definition
e. Comparison and contrast
f. Cause and effect
g. Problem-solution
h. Persuasion
2. Identifying properties of well-written text
a. Organization
b. Coherence and cohesion
c. Language use
d. Mechanics
i

8. At the end of this module, you should be able to:
1. Compare and contrast patterns of written texts across disciplines:
a. Narration
b. Description
c. definition
d. exemplification / classification
e. Comparison and contrast
f. Cause and Effect
g. Problem-solution
h. Persuasion
2. Identify properties of well-written text:
a. Organization
b. Coherence and cohesion
c. Language use
d. Mechanics
Ii

9. How to Learn from this Module
To achieve the objectives, you are expected to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently. •
Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through
various activities, before it will be presented
to you

10. What is It These are discussions of the activities as a
way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-
tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you
Learned have learned from the lesson
What I can do These are tasks that are designed to show-
case your skills and knowledge gained, and
applied into real-life concerns and situations.

11. Multiple Choice: Select the letter of the best answer from the given choices.
1. This pattern of development in writing provides specific instances to support a claim.
A. exemplification C. persuasion
B. problem-solution D. description
2. It is a type of an essay that tells a story or anecdote.
A. problem-solution C. cost-benefit
B. question-answer D. narration
3. Which essay development method systematically draws similarities and differences
between two things?
A. analogy C. question-answer
B. comparison and contrast D. problem-solution
4. This is a mode of paragraph development which is almost coupled with
argumentation.
A. exemplification C. persuasion
B. problem-solution D. description
5. An action and its results are discussed
A. chronological C. sequence / process
B. problem and solution D. cause and effect
6. Which of the following is NOT a property of a well-written text?
A. Coherence and Cohesion C. Organization
B. Paragraphing D. Writing Mechanics
7. A well-written text is ____________.
A. the writer’s knowledge of the fundamental properties of grammar
B. built around effective paragraphing, on coherence and on established conventions
C. the property that shows the interplay of both the physical aspects of organization
and deeper textual aspects
D. the constitution of proper paragraphing and logical order of presentation of ideas
8. Which property of a well-written text constitutes proper paragraphing and logical order
of presentation of ideas?
A. Organization C. Language Use
B. Coherence and Cohesion D. Writing Mechanics
9. Which property of a well-written text constitutes features that facilitate textual
continuity?
A. Organization C. Language Use
B. Coherence and Cohesion D. Writing Mechanics

12. 10. Which property of a well-written text refers to the appropriate language to be used in
writing/speaking?
A. Organization C. Language Use
B. Coherence and Cohesion D. Writing Mechanics
v

13. 1
Grade 12, Second Semester, Q3- Week 1
http://www.freeimageslive.com/galleries/workplace/office2/pics/blank_page.jpg (edited)
Concepts and ideas may not be enough to produce an effective paragraph.
What to write, where to start and how will it be done are just few teething problems in
writing. Writers need to think of some techniques in consolidating ideas to make their
works organized and comprehensible. Knowing the different patterns of development
enable writers to create a sound, focused and well-written text.
In this lesson, let us explore the basic patterns of paragraph development in
writing across disciplines. This will equip you with the necessary skills in organizing
your ideas in creating your own texts.
At the end of lesson, you are expected to:
1. Compare and contrast patterns of written texts across disciplines
(N11/12RWS-IIIbf-3)
a. narration (EN11/12RWS-IIIbf-3.1)
b. description (EN11/12RWS-IIIbf-3.2)
Lesson
Patterns of Development
1

14. 2
c. definition (EN11/12RWS-IIIbf-3.3)
d. exemplification / classification (EN11/12RWS-IIIbf-3.4)
e. comparison and contrast (EN11/12RWS-IIIbf-3.5)
f. cause and effect (EN11/12RWS-IIIbf-3.6)
g. problem – solution (EN11/12RWS-IIIbf-3.7)
h. persuasion (EN11/12RWS-IIIbf-3.8)
Activity 1. #StaySafe. The following catchphrases are known today. Read each question
closely and write your answers in the opposite column.
What is being suggested in giving your answers?
Activity 2. K-W-L Chart. Complete the following KWL Chart.
Patters of a Written
Text
What I Know
What I Want to
Know
What I Learned
after the Lesson
1. Narration
2. Description
3. Definition
#Stay Safe
1. What does the phrase mean?
2. How did it start?
3. When do we say that it’s safe?
. Ways on how to stay safe.
4
5. Has your life changed in this time of
pandemic?
6. Why do we need to stay safe?
. Does it help resolve the crisis on
7
pandemic?
. How do you get people to think, behave
8
and act the way you want them to?

15. 3
4. Exemplification/
Classification
5. Comparison and
Contrast
6. Cause and Effect
7. Problem-Solution
8. Persuasion
Patterns of Development help us sort out information and shape paragraphs
or essays. They can help organize an outline reflecting the purpose of the writer.
However, most paper will use a combination of methods, working together in function
of each other.
1. Narration means to tell a story about people, places, events, dates, etc. Mostly
narratives simply tell what happened in the story or the sequence of events. A narrative
of personal experience offers lessons and insights. There are four elements of a
narrative paragraph:
1. Setting – refers to time, place or location, atmosphere and mood of the story.
2. Characters – pertain to persons involved in the story. In a story, there is a main
character known as the protagonist, and the antagonist, who is against the
protagonist.
3. Plot – which refers to the series of events has five parts:
• Exposition- beginning of the story where the characters and setting are
introduced.
• Rising Action- when the conflict is exposed
• Climax- the highest point of interest and the turning point of the story.
• Falling Action- the conflicts begin to be resolved with predictable ending.
• Denouement- refers to the final resolution of the story.
4. Point of View – refers to the perspective of the writer in narrating the story. This
can be first person point of view, second person point of view, and third person
point of view.
Example:
A milkman became very wealthy through dishonest means. He had to cross
a river daily to reach the city where his customers lived. He mixed the water of
the river generously with the milk that he sold for a good profit. One day he went

16. 4
around collecting the dues in order to celebrate the wedding of his son. With
the large amount thus collected he purchased plenty of rich clothes and
glittering gold ornaments. But while crossing the river the boat capsized and all
his costly purchases were swallowed by the river. The milk vendor was
speechless with grief. At that time, he heard a voice that came from the river,
“Do not weep. What you have lost is only the illicit gains you earned through
cheating your customers.
2. Description means to tell what something is like. A good description will revolve around
a "dominant impression."
3. Definition means to explain what something is.
4. Exemplification is the process of extending example or a series of detailed examples.
5. Classification means to sort items in order to group together those with similar
characteristics and to distinguish them from those with different characteristics.
6. Comparison means to identify the ways in which two "different" items are similar.
Contrast means to identify the ways in which two "similar" items are different. This
means that there is no purpose in comparing or contrasting two items that do not share
some common characteristic (apples and books).
7. Cause and Effect/ Causal analysis means to find the reasons that produced a certain
result or to identify the results produced by a certain phenomenon.
8. Problem-solution means to start by identifying a problem and then proposes at least two or
more solutions.
9. Persuasion means organizes ideas to show how a set of evidence leads to a logical conclusion
or argument.
Activity 3. Write a short narrative describing your personal experience that changed your
life. Limit your sentences by observing the following: Write 1 topic sentence, 14
sentences of background information, 2-4 sentences to start the story, 3-5
sentences to present the conflict, 1-3 sentences to resolve the conflict, and
1-2 sentences to provide a conclusion.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

17. 5
Many writing assignments in various disciplines require the use of definition and
exemplification.
Definition explains a concept, term, or subject. Its main purpose is to tell what
something is. This pattern of development is commonly used in the sciences, humanities, and
business.
Exemplification is one of the most common and effective ways to show or explain an
idea or point (e.g., observation, opinion, belief). In this pattern of development, the main idea
is explained by giving an extended example or a series of detailed examples. Argumentative
and exemplification essays, feature articles, reviews, reports, and case studies often use
examples to prove a point.
Example:
Relative Dating is a method used to determine the relative order of geologic events.
This method does not provide actual numerical dates for the rocks but are just estimates based
on the profile of the strata. The profile of the strata includes chemical composition, rock type,
and presence of organisms.
Activity 4. Controlled Composition. Choose sentences from the list below. Write two
separate paragraphs. Choose relevant information and organize the sentences
into a clear order. The topics are: “Resilient” and “Pollution.” Each paragraph
will have six sentences. Then, identify patterns of paragraph development
used.
1. Psychologists have identified some of the factors that appear to make a person more
resilient.
2. Such as a positive attitude, the ability to regulate emotions, and the ability to see failure as
a form of helpful feedback.
3. We can be more resilient in times of crisis
4. There are many kinds of pollution.
5. Many people throw garbage on the ground.
6. Any crisis, such as the coronavirus pandemic, can test resilience.
7. Looking to loved ones for help and emotional support, increasing self-care, and focusing
on the aspects of the situation that are under your control can help you weather almost
any storm
8. Air pollution comes from cars and factories.
9. Resilient means able to withstand or recover quickly from difficult conditions.
10. Water pollution comes from factories, too.
11. Noise pollution comes from car horns, factories, trains, and crowds of people.
12. Garbage is a kind of pollution.
Comparing and contrasting are ways of exploring the similarities and
differences between two things. Generally speaking, comparing is showing the
similarities, and contrasting is showing differences between two things that are related
in some way.
Example:
Scientifically comparing and contrasting a butterfly and a moth, a moth tends to
be short, stout, and less colorful, whereas a butterfly is usually long, thin, and brightly
colored. Butterflies usually have larger wings than moths, which they hold vertically
when at rest. Moths, in contrast, flatten their wings or wrap them around themselves
when at rest. Butterflies usually rest with their wings closed, while moths rest with their
wings open. Butterflies are more active during the day than moths. A butterfly's
chrysalis usually hangs from a branch while a moth's cocoon is usually on the ground
or underground.

18. 6
Processing Questions:
1. Is the writer comparing, contrasting, or doing both?
2. Which of the two subjects receives the focus?
3. How is the comparison or contrast organized and how is it built?
Activity 5. Mingling Venn. Fill in the missing data in the Venn diagram which
compares/contrasts printed book to an e-reader/ e-book. Use critical
thinking and select only relevant information based on the topics from
the following list.
• printed book
• text, images, etc., printed on paper.
• pages are bound together
• has either a hardcover or softcover (paperback).
• static layouts
• digital or electronic book
• can be read on an e-reader device or app
• dynamic layouts
• do not have pages
• sleek and thin
• provide readers information
• its purposes to study, relax, work, and learn
• literary works
• smell of paper, ink, dust
• can stand the test of time
• can be damaged by computer viruses
Topic: BOOKS
______________________ ______________________
Problem-solution paragraph is basically an essay that starts by identifying a
problem and then proposes at least two or more solutions. It follows a certain
paragraph structure.

19. 7
1. Introduction - describe the problem (who, what, when, where, why and
how)
- Why it becomes a problem?
- Why do we need to solve the
problem?
2. Body - describe solution # 1
- Specific details of solution #
1
- Describe solution # 2 (if
there are more than 1 solution)
- Specific details of solution #
2
3. Conclusion - call to action; convince reader he/she needs to act
- Remind the reader on the
benefits/significance of the solution Example:
There are certain things which students can do if they suffer from exam anxiety.
To begin with, they should get a good night’s sleep the day before the exam. If they
sleep well, they will be able to concentrate and do well in the exam. If not, this will
cause more stress and anxiety. The second effective solution is to change their poor
study habits. If they start to study one day before the exam, this will cause worry and
stress. However, if they change such habits and start to study regularly, this will give
them confidence before and during the exam. The last thing they should do is to think
positive. When they think positive, they will get rid of all their fears and worries. For
example, visualizing themselves as a student who has a high mark before the exam
can make them feel better. In summary, getting a good night’s sleep, changing their
poor study habits and thinking positive are effective solutions to deal with exam
anxiety.
Activity 6. Problem Solving. Complete the graphic organizer below based on the given
example on problem-solution text.
Solution
Solution
Solution

20. 8
In a cause-and-effect paragraph, there exists a causal relationship. A cause
is what makes a particular thing to happen. An effect is what results from a particular
situation, activity, or behavior. This paragraph shows the readers how one thing affects
something.
There are two ways to write a cause-and-effect-paragraph. First, identify the effect in
the topic sentence and write about its causes. Second, write about the cause in the
topic sentence then explain its effects.
Following are useful transitional expressions used to show causal relationship. To
show causes: the first cause, the first reason, yet another factor, because, is caused
by, results from. To show effects: one important effect, another result, a third
outcome, as a result, consequently, as a consequence, then, next, therefore, thus,
and so.
Example:
(Cause) Putting the assignment off until the last minute has left me no time to
do well; as a consequence, I feel like I can’t do anything well and performance task is
surely low. (Effect)
Activity 7. Examine carefully the pictures below. Then, identify their cause and
effects. Write your answers in complete sentences.
https://www.google.com.ph/search?q=free%20images (edited)
Cause: ___________________________________________________________________
Effects:
1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________

21. 9
Activity 8. Employing combi-mode (description and cause-effect relationship), write a
paragraph based on Activity 7.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Persuasive Writing intends to convince readers to believe in an idea or opinion
and to do an action. Writers use different ways of persuasion to influence readers such
as editorials, advertisements, criticisms, brochures, reaction papers, proposals, and
reviews.
Here are guide questions in developing a persuasive paragraph •
What is my purpose? What am I trying to argue for or against?
• Who is my audience? Who am I trying to persuade?
• What are my main points? What am I trying to say?
Let's take a look at an excerpt from persuasive essays.
“Education must continue even in time of crisis whether it may be a calamity,
disaster, emergency, quarantine, or even war.” Leonor Magtolis Brioñes. This will be quite
challenging to put into action, but one thing is undeniable: There is a need for a stronger
parent-teacher partnership this time.
Parents know their children more than any teacher does while teachers know how to
give instructions very well. If both of what they know will be combined, educating the children
amidst this pandemic can succeed. The skills parents and teachers have, have a common
purpose: to support the continuous learning of the children. This is the very foundation of a
stronger partnership!
Source: https://www.teacherph.com/stronger-parent-teacher-partnership-amidst-pandemic/
Activity 9. Persuasion Clinch. Read the sample persuasive essay below. Using your
activity notebook, answer the questions that follow.
Lockers for Everyone
What would you think if you had to put your personal belongings in a crate, and
every time you turn around something of yours were stolen? That is why I think
students should have lockers. To protect their things, keep their things somewhere
clean, and so they won’t have to complain about carrying everything at once.
Students should have lockers because it will stop people from stealing their
stuff. For example, the children won’t have to worry about their books, homework
assignments, and personal belongings being stolen. The reason for this is that the
children will have their own lockers plus their own locks, which only they have the
combination to. This will reduce cases where things are being stolen.

22. 10
Students also should have lockers so they will have a clean place to put their books.
What I mean by this is that many desks are rusty and have gum stuck under them.
Also, if you put your stuff into a crate then it is easily collecting dust. This connects to
my argument because their stuff will be kept very clean in a neat environment if
students are given lockers to use.
My final reason why I think students should have lockers is so students won’t complain
about caring everything at once. The things that they may be caring everyday are very
heavy. This is important because students may suffer health problems from having to
carry all their stuff everywhere. Why carry books everyday why you can eliminate the
pain by having a locker to store the things you don’t need? Also, they’re always
whining about having to carry all their books. If we had lockers everyone would be
happier.
In conclusion I think students should have lockers. If we have lockers stealing in
school would go down, it would create a safe and clean place for students to put their
things, and students would complain less and be healthier. If we had lockers, the
school would be a happier place for everyone. If you don’t want your things stolen,
contact your principal and demand lockers for your school.
Source: https://www.ereadingworksheets.com/writing-worksheets/persuasive-
essayexamples/preview/persuasive-essay-examples-01.jp
Processing Questions:
1. Circle the attention catcher.
2. Underline the position statement (thesis).
3. Double underline each main point as it appears in the essay.
4. Circle the clinching statement.
5. What are the three main points in this essay?
Activity 10. Synthesizing Your Learning. Complete the following paragraph based on
your learning. Be brief and concise. Write your answer in your activity notebook.
This lesson enabled me to learn _______________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I believed that ______________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
From now on ______________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

23. 11
I. Fill-out the Compare/contrast Matrix on patterns of paragraph development
below:
Areas to
Answer
Writer’s
Purpose
Reader’s
Goal
Specific-
Discipline
(Science
History,
Pop,
culture)
II. Examine the graphics on “Resilient during Coronavirus Crisis.” Then,
formulate ideas/statements appropriate for each pattern of paragraph
development.

24. 12
Source: https://www.google.com/search?q=free+graphics+on+psychosocial+issues&tbm=isch&ved=2ahUKE
Begin Here:
Patterns of Paragraph
Development
Thesis statement / ideas
1.Narration
2. Description
3. Definition
4.Exemplification
5.Compare and contrast
5.Cause and affect
6.Problem- solution
7.Persuasion

25. 13
Lesson
Properties of a Well-Written
2 Text
Second Semester, Q3- Week 2
In lesson 1, we have learned the patterns of paragraph development in writing
across disciplines. It has equipped us with one of the necessary skills in creating our own
text effectively. However, we need also to learn more on the properties of a well- written
text.
Source: http://www.freeimageslive.com/galleries/workplace/office2/pics/blank_page.jpg (edited)
Developing paragraphs requires qualities/characteristics in order to produce a
well-written composition. Such qualities serve as criteria to assess whether a
paragraph or composition is written comprehensively and effectively. Thus, in this
lesson, you will be identifying the properties of a well-written text which you need to
apply in the actual process of composition writing. More so, these also serve as
guideposts in structuring a more comprehensible composition.
At the end of lesson, you are expected to:
1. Evaluate a written text based on its properties
a. organization EN11/12RWS-IIIgh-4.1
b. coherence and cohesion EN11/12RWS-IIIgh-4.2
c. language use EN11/12RWS-IIIgh-4.3
d. mechanics EN11/12RWS-IIIgh-4.4

26. 14
With the advancement of technology hook to social media, today’s
generation is becoming more expressive and has so much to share in the net.
The way you communicate in English through the internet might be changing
but the need to learn on how to write properly is even more important. Not all
the writing you do will be over the social media or in an informal writing. You
might need to write a report, an essay for school or a formal email to someone.
In this situation, you need to learn on how to write an effective and well- written
text.
Activity 1. Confusing Errors. Look at the following sample texts. Identify the reason
that cause confusion in the total understanding of the text. Write your
answer in your activity notebook.
3.________
For a paragraph, or any composition, to be effective, it must always consider
the Properties of a Well-Written Text. These properties are: Organization,
Coherence and Cohesion, Unity, Language Use, and Mechanics.
ORGANIZATION also known as arrangement, is achieved when ideas are
logically and accurately arranged with focus on the arrangement of ideas, incidents,
evidence, or details in a definite order in a paragraph, essay, or speech. It can be
done with a recognizable plan that defines one sentence connection to the other
sentence and paragraph to the other paragraph.
1. _______
2.________

27. 15
Organization Techniques
1. Physical Format
--is an aspect of the organization that is immediately apparent to the reader. It
is seen on how the text physically appears headings and subheadings bullet
points font emphasis (e.g., boldface, italics, underline, color, etc.) However, do
not overuse this technique as improper or superfluous formatting can be
confusing.
Example:
Marxist ideology has three main theories. Historical materialism purports that all the
features of society can historically be traced back to economic activity. Social class in
capitalist societies is what produces unjust structures of power that exist today. Socialism
would be the next rational step for the development of human society.
The words in bold are the three most important Marxist theories that the first
sentence is referring to. By emphasizing these words, the reader can identify the
correct term for the concepts along with their definitions; this would also aid in
remembering the theories since they stick out from the rest of the text.
• What is the text about?
• What are being emphasized by the words in bold?
• What is the use of emphasizing these words and formatting them in bold? Why do
so
2. Signal Words
--are textual cues that readers can use to follow a text. Moreover, signal words
can “signal” the transition from one point to another, the ordering of events and
concepts, or the writer’s chosen text type (e.g., linear narration, question and
answer).
Example:
Chuck Palahniuk’s novel Fight Club greatly influenced me as a fictional
writer.written similar First, his use of the unreliable narrator fascinated me, and I
have characters in my works. Second, the theme of
the novel’s stunning twist is something that I have been trying to patriarchal oppression
can also be found in the stories I write. Third,
Recreate. Thus, I am extremely grateful to have encountered Palahniuk’s
genius early in my writing career.
3. Structure
--provides the framework upon which the text is organized. It includes the
following parts: 1. Beginning - introduction, thesis statement, hook; 2. Middle
- supporting details; and 3. End - conclusion, summary, final message

28. 16
Ancient philosophies believe that a person has an “aura,” this appears as a rainbow of
light around the body that can be seen by individuals with clairvoyant abilities. The colors
change depending on one’s mood, health, and thoughts. Some scientists believe that the
existence of the aura has something to do with the electromagnetic fields produced by
cells and tissues in the human body. Whether auras are real or not, the fact remains that
there are forces everywhere that are real even though we cannot see them.
Organization in this paragraph is not readily noticeable as it does not use cues
like formatting or signal words. However, the text is organized in this way:
Beginning: Introduce topic of aura
Middle: Definition and evidence of existence of auras
End: Ending message about forces in the world
By adhering to the structure, the writer can produce a text that is still easy to follow.
The topic, supporting details and concluding message is still clear to the reader.
• Is the organization in this paragraph easily readable/noticeable?
• How is the text organized? Without the use of bolding words or other special
formatting?
• How did the writer make the text easy to follow?

29. Tips on Text Organization:
• Makes a text easy to read
• Prevents the reader from becoming confused by a jumble of words, sentences,
and paragraphs that are in no particular order
• Can be achieved through physical format, signal words, and structure
Recognizing Text. Identify the technique used in organizing the following texts. Write
PF for Physical Format, SW for Signal Words, and ST for Structure. Write your answer
in your activity notebook.
1.___ All matter, all things can be changed in two ways: chemically and physically. Both
chemical and physical changes affect the state of matter. Physical changes are those that
do not change the make-up or identity of the matter. For example, clay will bend or flatten if
squeezed, but it will still be clay. Changing the shape of clay is a physical change, and does
not change the matter’s identity. Chemical changes turn the matter into a new kind of matter
with different properties. For example, when paper is burnt, it becomes ash and will never be
paper again. The difference between them is that physical changes are temporary or only last
for a little while, and chemical changes are permanent, which means they last forever. Physical
and chemical changes both affect the state of matter.
2.___ Gov. Chavit Singson doesn’t want the tigers to vanish. These majestic beasts are
disappearing at an alarming rate. Gov. Chavit thinks that we should write to our congress
people. If we let them know that we demand the preservation of this species, maybe we can
make a difference. Gov. Chavit also thinks that we should donate to Save the Tigers. Our
donations will help to support and empower those who are fighting the hardest to preserve the
tigers. We owe it to our grandchildren to do something.
3.___ When I got home from school after a long boring day, I took out the
peanut butter, jelly, and bread. After taking the lid off of the jars, I spread the peanut butter
on one side of the bread and the jelly on the other, and then I put the two pieces of bread
together. After that, I enjoyed it while watching “Probinsyano” on TV. I swear, that was the
best peanut butter and jelly sandwich I ever ate.
4.___ Before putting on the screen protector, clean the surface of your phone’s screen with
a soft cloth. Once the surface of your screen is clean, remove the paper backing on the
screen protector. Then, evenly apply the sticky side of the screen protector to your phone’s
screen. After which, smooth out any air bubble trapped on between the protector and the
phone screen. Voila! Enjoy the added protection to your smartphone screen.
5.___ Dinosaurs existed about 250 million years ago to 65 million years ago. This era is
broken up into three periods known as the Triassic, Jurassic and Cretaceous periods. The
Triassic Period lasted for 35 million years from 250205 million years ago. Planet Earth was
a very different place back then. All the continents were united to form one huge land mass
known as Pangaea. The Jurassic Period was the second phase. The continents began
shifting apart. The time scale for this famous period is from 205 to 138 million years ago.
The Cretaceous Period was the last period of the dinosaurs. It spanned a time from 138
million to about 65 million years ago. In this period the continents fully separated. However,
Australia and Antarctica were still united.

30. Coherence and Cohesion in Writing
Coherence refers to the overall sense of unity in a passage, including both the
main point of sentences and the main point of each paragraph. A coherent passage
focuses the reader’s attention on the main ideas and the specific people, things, and
events you are writing about.
Cohesion is also a very important aspect of academic writing because it
immediately affects the tone of your writing. Cohesive writing does not mean just
“grammatically correct” sentences; cohesive writing refers to the connection of your
ideas both at the sentence level and at the paragraph level.
19
Cohesion without coherence leads to illogical presentation of ideas. The writer
appears to move on to another related idea without proper transition from the previous
idea.
Example:
Cubism is an avant-garde art movement that started in the early 20th
century in Europe. A famous Filipino cubist painter is Vicente Manansala. He
is a National Artist of the Philippines in Visual Arts. Did you know that visual
arts have different forms including architecture, video, and textile?

31. Every sentence is related to the next sentence in some way. The
paragraph stays on the topic of art, which is the “glue” that holds the text
together and allows it to exhibit cohesion. However, the way it was developed
does not make sense. It began with the origins of Cubism and through the artist
Manansala was able to end with a seemingly unprovoked question about visual
art forms.
• Are the sentences related to each other? From one to another?
• What is the main topic of the paragraph? What is the subject? Which is
the glue?
• What can you say about the way it was developed? From the start to the
end?
Coherence without cohesion has no definite point. It has a weak
paragraph development.
Example:
My favorite painting is “The Weeping Woman” by Pablo
Picasso, which is an intriguing painting that symbolizes
suffering. As a result, I love bright primary colors, so I wear a lot
of shocking yellows, blues, and reds. Also, as an outgoing person,
I enjoy performing for large crowds. In the end, people should
not judge an
artist’s talent based on one standard.
Connecting words in the text suggest a sequence of ideas that the writer
wants to convey. “As a result” implies an effect of the previous statement while
“in the end” indicates the conclusion. However, the writer jumps from one
topic to another resulting to a lack of cohesion. For instance, the writer talks
about his or her favorite colors “as a result” of Picasso’s painting even though
they are not connected in any way. It can be inferred that the choice of favorite
colors was inspired by the colors of the painting, but the writer does not make
this clear.
• Notice the connecting words in the text. What does it suggest?
• Which part of the paragraph lacks cohesion?
• What did the writer do?
20

32. Cohesion and Coherent make your text easier for your readers to follow and
understand. Both should be present in your text because having one without the other
will still create confusion for readers.
Example:
International Women’s Day is celebrated on the 8th of
March of every year. It began as a Socialist political event in several
Western countries. Then, other countries also started celebrating
the holiday just as a way to express their love for women. Currently,
the United Nations observes the holiday as a way to bring to light
women’s issues around the world.
The main topic of the text is International Women’s Day, which was stated
in the first sentence. The paragraph proceeds to outline the history of the holiday
starting from some Western countries and its spread to other nations. It ends with the
current way that the whole world celebrates the day. The writer can present different
ideas about the holiday in a logical manner and without veering away from the topic.
• What is the main topic of the text?
• What is presented next to the topic?
• Are there ideas that are not presented logically?
• Are there ideas that steer away from the topic?
Activity 3. Choose the correct word from the parenthesis to make each sentence
coherent.
1. Universities are usually happy to welcome a percentage of (senior, mature)
students.
2. He’s had an unusual career (road, path) from market trader to company owner.
3. Most people aim for the best qualifications they can get in their chosen (field,
territory).
4. For many people, education is about (heightening, broadening) their
knowledge, not getting a better job.
5. (Further, Distance) learning means you don’t need to be physically present at
a college.
6. Just make sure your degree is officially (recognized, known) by the
government.
7. Open University students’ essays are usually (assessed, criticized) by an
online tutor.
8. In recent years, universities have started charging (scholarship, tuition) fees.

33. 21
Activity 4. Arrange the following words in the appropriate order to form a well-
structured sentence. Write your answer in your activity notebook.
1.
a baby apple her the mother gave red
________________________________________________________________________________
2.
__________________________________________________________________________________
_
3.
__________________________________________________________________________________
_
4.
__________________________________________________________________________________
_
5.
__________________________________________________________________________________
_
when a studying not older should be you’re problem
be after can to gap a problematic back studying long going
be college stressful can going university to or
many of amount tuition to pesos now thousands fees

34. LANGUAGE USE is one of the clearest indicators of a well-written text. It
enables writers to effectively communicate ideas without confusing the reader.
How you use language affects the tone of the text and the readers’
interpretation of it. Before writing, you have to think about and consider your target
audience.
Considerations in Language Use:
1. Determine when it is appropriate to use formal language or when informal
language is acceptable.
22
Informal language is usually used in writing for oneself or in writing to family,
friends, and colleagues. On the other hand, formal language is used in writing
academic, business, and official texts.
Example:
• We asked the secretary to call the professor and get her permission for us to
continue our research.
• We requested that the secretary contact the professor and obtain her
permission for us to continue our research.
In the first sentence, the writer used casual words such as asked, call, and
get permission, which made the sentence informal. However, the second sentence
used more serious words such as requested instead of asked, contact instead of call,
and obtain permission instead of get permission. This sentence is formal and is
appropriate to use when talking or writing to a person of authority.
2. When you write, you should also make sure that the language you use is direct
and simple rather than complicated so that readers would easily understand
the text.
If your readers are the youth, then you should use words that are familiar to
young people. *
Example:
Why Sunglasses Are a Must-Have for Kids
(An Excerpt)

35. 23
(News USA) Most parents know how damaging the effects of ultraviolet
radiation (UVR) can be to our skin, which is why they dutifully slather sunscreen
on their kids during the summer. But one thing that often gets overlooked is
protecting their children’s eyes. According to vision-care experts, kids receive
three times more UV exposure than adults annually, yet less than 30 percent
of parents currently protect their children’s eyes with sunglasses. The reason
for concern is that children and adolescents are particularly vulnerable to the
sun’s rays because their ocular lenses are not mature enough to filter UV light
as effectively as adults, causing damage to the retina.
Processing Questions:
• What kind of academic text is presented above?
• How did you say that such a text is a scientific text?
• What technical and scientific terms are mentioned in the text?
• What can you notice in the text? What kind of words were used to write it?
• What is the goal of the text?
• Is the text simple? Can the text be understood by a first grader? By a fifth
grader?
3. You should also be sensitive enough to use unbiased language, so you will not offend
any individual or any particular group of people.
Unbiased language is language that is free of racial bias, free of religious bias, and
free of gender bias.
Study the sentences below:
• A teacher should make it a point to motivate her students.
• Teachers should make it a point to motivate their students.
In the first sentence, the pronoun used is her, but teachers may also be male, so the
statement shows gender bias. The second sentence, on the other hand, makes use of the
gender-neutral pronoun their, making it unbiased.
Level Sample Sentence
Formal “I am not sanguine about the decision of the
Baras Senior High School Board.”
Informal “I am not optimistic about the school board’s
decision.”
Conversational “I’m not comfortable about the board’s
decision.”
Colloquial “I’m not cool with what the brass decided.”
Slang “I’m ticked off at what the suits did.”
Vulgar “I’m royally pissed.”
Examples of Informalities

36. • Contractions
• Word omissions
• Informal words and phrases (“I think…”, “In my opinion…”, “a lot”/ “lots”, and
just)
Activity 5. Below are sentences that have informal words and phrases in them.
Rewrite the sentence in formal style.
Example:
Informal: Her dad worked in a factory.
Formal: Her father worked in a factory.
1. They bought an awesome house just around the corner.
2. There were lots of people at the museum.
3. Jane ain’t going to tell anyone.
4. Oscar started freaking out about the test.
5-6 When the cops arrived, the crook ran outside.
7. He checked his cell for any messages.
8. The family chilled by the pool all afternoon.
9. She bought a bunch of stuff at the mall.
10.Shiela’s mum refused to fetch her from school.
24
Mechanics are conventions used in writing. These conventions involve: spelling,
capitalization and punctuation.
Spelling is the forming of words from letters according to accepted usage.
Always use a specific standard for spelling to avoid confusion. Philippine English is
any variety of English (similar and related to English) native to the Philippines,
including those used by the media and the vast majority of educated Filipinos. English
is taught in schools as one of the two official languages of the country, the other being
Filipino (Tagalog) due to the strongly bilingual and multilingual nature of the
Philippines, code-switching such as Taglish and Bislish is prevalent across domains
from the informal to business and mass media.

37. 25
Before writing, think of your target audience. Whether you write using the
British or American spelling, it is important to be consistent in spelling. If you are
unsure of the spelling of a word, consult a dictionary or a spell checker.
American and British English Spelling Variations
American Spelling British Spelling
color colour
defense defence
organize organise
traveled travelled
theater theatre
learned learnt
airplane aeroplane
analyze analyse
aging ageing
Activity 6. American–British Match. Match the common British English words with
their corresponding American words. Write your answer in your activity
notebook.
British English American English

38. 1. estate car a. gas
2. biscuit b. subway
3. ground floor c. candy
4. petron d. station wagon
5. pavement e. first floor
6. sweets f. cookies
7. tap g. sidewalk
8. underground h. elevator
9. lift i. diaper
1o. nappy j. faucet
Activity 7. Correct Me. Correct the following signs/texts to form coherent ideas. Write
your answer in your activity notebook.
1.
_______________________________________
2.___________________________________
3. _________________________________
26

39. 4. __________________________________
5. __________________________________
Punctuation marks are symbols used to aid the clarity and comprehension of
written language.
Punctuation Marks:
1. PERIOD (.): is used after sentences, in abbreviations, and as decimals
2. EXCLAMATION POINT (!): is is placed at the emphatic or forceful sentences
3. QUESTION MARK (?): placed at the end of a question and to note questionable
items.
4. QUOTATION MARKS (“ ”): is used to indicate direct quotations - for titles of
poems, short stories, chapters, essays, songs, episodes of television shows
5. APOSTROPHE (’): is employed to show possession (Angel’s bag), to show
missing letters and number (you’re, ’95), to show plurals of letters (I got all A’s last
semester.)
6. COLON (:): is utilized after independent clauses to introduce elements. “The coach
demanded three things from his players: loyalty, devotion, and teamwork.”/ to
separate items in numerals, ratios, titles and subtitles, time references, scripture
references
7. PARENTHESES (): are used to set off nonessential details and explanations, to
enclose letters and numbers used when listing items, first-time use of acronym
8. BRACKETS [ ]: are used to set off clarifications inserted in quotations, Eric
observed, “I think [Rodrigo] Duterte was the greatest president.”

40. 28
27
9. HYPHEN ( - ): is used to separate or join words
We saw her on tele- vision last night. Never pay a higher-than-average price.
10.DASH ( -- ): is used to show sudden break of thought “Ted was angry after his car
was stolen—who wouldn’t be?”/ to set off an introduction to a series “They have
everything needed to succeed—ideas, money, and marketing.”
11.SLASH (/): is employed to separate words or to show alternatives (he/she)
12.SEMICOLON (;): is utilized to join independent clauses when and, or, yet, but, or
so are not present, to separate items in a series that contains commas “The
governor will meet with Rey Simon, the mayor of Concepcion; Bert Vesca, the vice
mayor; and Peter Cayabyab.”
13.ELLIPSIS (. . . ): is used to indicate that words have been deleted from quoted
material
Original text
The mayor said, “Our city, which is one of the country’s most
progressive, deserves a high-tech light-rail system.”
With Ellipsis
The mayor said, “Our city . . . deserves a high-tech light-rail system.”
14.COMMA (,): is used to signal pauses and shifts in sentences, used with and, or,
so, but, yet to join independent clauses “Chinatown is a popular tourist attraction,
and it serves as an important cultural center.”
General Guiding Principles in the Use of Punctuations
• Always use standard English
• Avoid Contraction (like: shouldn't, gonna)
• Avoid exclamation marks unless part of a quotation
• Mention full name in first mention. Thereafter, use abbreviations. Numbers zero
to ten vs 11 and so on
• Citations are used in academic and formal texts but sparingly used in business
texts

41. 29
Activity 8. Correct Punctuations. Correct the following signs using correct
punctuations. Write your answer in your activity notebook.
Activity 9. Punctuate Me. Add punctuation marks to the following sentences when
necessary.
.
1. My three favorite foods are pasta pizza and ice cream
2. I need to call Sonya Tomas Bong and Korina about the party
3. Karen wants to go to the farm yet her sister Kristy does not like farms

42. 30
4. We will go to the grocery store for we are out of food
5. Baras Rizal is my favorite place to visit
6. The sister told his brother Of course I will pick you up
7. Today is Monday December 11 2017
8. Im sorry I didnt understand what you said
9. Unfortunately my favorite flavor of chips was sold out
Capitalization is the act of writing the letters in uppercase. It is an act or
process of capitalizing.
Below are the capitalization rules:

43. 31
Activity 10. Capitalization Practice. Identify the letters that should be capitalized.
Write your answer in your activity notebook.
1. tonight, my friends janet, karen, mike, tom, and i are going snowboarding.
2. my big brother steve would eat pizza every day for breakfast if he was allowed
to.
3. i love to eat pancakes with aunt gemma’s syrup covering them like soup.
4. mom bought dad a map of baras rizal for his birthday this year.
5. our teacher in english, miss tesoro, will not let us use translators in class.
6. when my mom buys fruit, she always makes sure it is organic.
7. it is already annoying that dad always gets lost on the way to grandma’s house.
8. we got lost on the way to my grandmother’s house when my dad turned left on
rose st. instead of right.
9. our math teacher, mrs. light, will not let us use calculators in the class.
10.mom bought dad a map of baras for his birthday this year.
Capitalization Rules

44. 32
Directions: Answer the following questions briefly. Write your answer in your activity
notebook.
I. Organization
1. Why do you have to learn about text organization?
2. Cite some benefits of learning about text organization -
• As a student
• As a business owner
• As a social media user
• As a company employee/ job applicant
II. Coherence and Cohesion
3. How can you stay on one topic when writing a composition?
4. Cite tips on how can you steer clear from disorganized ideas.
5. If you were to give an advice to a struggling writer on improving reader’s
experience, what advice would you give?
III. Mechanics
6. Why do you have to see and learn about the importance of studying
mechanics?
7. Why is it important to properly use mechanics?
8. Cite some benefits of properly using mechanics - •
As a student
• As a social media user
• As a business owner
• As a job applicant/company employee
Activity 11. Evaluate the following written texts based on their properties-
organization.
1. Fire needs three things to burn: oxygen, fuel, and heat. Fuels can be wood, tinder, coal,
or any other substance that will easily oxidize. Therefore, a fire can be stopped in three
different ways, by removing any of the three things it needs to burn. The fuel can be
removed. If a fire burns through all of its fuel and extra nearby fuel is removed, the fire will
stop burning. The oxygen can be removed. This is called "smothering" a fire. Fires cannot
burn in a vacuum or if they are covered in carbon dioxide. The heat can be removed. The
most common way to remove heat is to use water to absorb that heat, putting the fire out.

45. 33

46. 2. Avalanches (when a lot of snow falls from a mountain) may bury people under them. If
people are not found immediately enough by rescue teams, they will die of suffocation
(not getting enough air) or of hypothermia (freezing cold). The chance of surviving an
avalanche is as follows: 92% if found within 15 minutes, 30% if found within 35 minutes
(victims die of suffocation), and nearly 0% after two hours (victims die of injuries and
hypothermia).
Activity 12. Cloze Test. Complete the given text by filling out appropriate words on the
blanks provided.
Once upon a time a farmer had three sons. The farmer was rich and had
many fields, but his sons were lazy.
When the farmer was dying, he called his three sons to him. ‘I have left you
(1)__________ which will make you (2)__________,’ he told them. ‘But (3)__________
must dig in all (4)__________ fields to find the (5)__________ where the treasure is
(6)__________.’
After the old man (7)__________, his three lazy sons (8)__________ out into the fields
(9)__________ began to dig. ‘I'll (10)__________ the first to find (12)__________ place
where the treasure (13)__________ buried,’ cried the eldest (14)__________.
‘That’s the field where (15)__________ father put the treasure,’ (16)__________ another
son. The three (17)__________ dug all the fields (18)__________ several years, but they
(19)__________ no treasure. However, many (20)__________ grew in the fields
(21)__________ the sons had dug (22)__________ vegetables that made them very
(23)__________.
Activity 13. Writing Activity. Write an essay about a time when technology made your life
more difficult. Make at least three paragraphs including the introduction, body
and conclusion. Using one whole sheet of paper, write your essay in a cursive
manner. Your output will be rated based on the rubrics below:
Organization Coherence/ Cohesion Language Use Mechanics
25% 25% 25% 25%
32

47. Multiple Choice: Select the letter of the best answer from the given choices.
1. This pattern of development in writing provides specific instances to support a
claim.
A. exemplification C. persuasion
B. problem-solution D. description
2. It is a type of an essay that tells a story or anecdote.
A. problem-solution C. cost-benefit
B. question-answer D. narration
3. Which essay development method systematically draws similarities and
differences between two things?
A. analogy C. question-answer
B. comparison and contrast D. problem-solution
4. This is a mode of paragraph development which is almost coupled with
argumentation.
A. exemplification C. persuasion
B. problem-solution D. description
5. An action and its results are discussed
A. chronological C. sequence / process
B. problem and solution D. cause and effect
6. Which of the following is NOT a property of a well-written text?
C. Coherence and Cohesion C. Organization
D. Paragraphing D. Writing Mechanics
7. A well-written text is ____________.
E. the writer’s knowledge of the fundamental properties of grammar
F. built around effective paragraphing, on coherence and on established
conventions
G. the property that shows the interplay of both the physical aspects of
organization and deeper textual aspects
H. the constitution of proper paragraphing and logical order of presentation of
ideas
8. Which property of a well-written text constitutes proper paragraphing and logical
order of presentation of ideas?
C. Organization C. Language Use
D. Coherence and Cohesion D. Writing Mechanics
33

48. 9. Which property of a well-written text constitutes features that facilitate textual
continuity?
C. Organization C. Language Use
D. Coherence and Cohesion D. Writing Mechanics
10. Which property of a well-written text refers to the appropriate language to be used
in writing/speaking?
C. Organization C. Language Use
D. Coherence and Cohesion D. Writing Mechanics

49. 34

50. 35

51. 36
References
Books
Anudin, A. and Peňa, A., 2016. Reading And Writing: Teacher's Manual. Quezon City: Lexicon
Press,Inc., pp.125-134
Pablico, Fe, and Nhyrejen De la Cerna. 2020. Learning Activity Sheets In Reading And
Writing

52. (SHARED Options). Ebook. Cagayan de Oro City: DepEd, Division of Cagayan de Oro
City. Accessed May 16. https://drive.google.com/drive/folders/1PVQyOM1Z1kJjhb-
ZkpubByS1qA6iZMFK?fbclid=IwAR1bbLzAuBDRK0WzVC6OoYm8YrkmIpIW0qXVZZclcG6
Ub-m8V5RKhRbeRk
Tesoro, Hazel Angeyn. 2016. "Deped Commons". Deped.Gov.Ph.
https://drive.google.com/drive/folders/1nBdfN237_N6SmCIqRo43EEDqrs3NDU1r.
Lumakin, Sharicah Kindra, and et. al. 2017. "Context Of Text Development". Slisdehare.Com.
https://www.slideshare.net/njoy1025/context-of-text-development
Websites http://www2.southeastern.edu/Academics/Faculty/elejeune/methods.htm
https://www.teacherph.com/stronger-parent-teacher-partnership-amidst-pandemic/
https://www.ereadingworksheets.com/writing-worksheets/persuasive-
essayexamples/preview/persuasive-essay-examples-01.jp
https://www.google.com/search?q=free+graphics+on+psychosocial+issues&tbm=isch&ved=
2ahUKE
Learning Activity Sheets in Reading and Writing – SHARED Options (Div. of CDOC)

53. For inquiries and feedback, please write or call:
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E-mail Address: cagayandeoro.city@deped.gov.ph