1. 1. Narrative
• is the basic structure that writers use in presenting ideas
• may inform through illustration and anecdotes
• entertain readers through stories
• predict what will happen next
• explain how something works or happens.
TYPES OF WRITING
3. NARRATIVE WRITING
a. Objective
- presents an objective timeline or details for accuracy
b. Subjective
- presents an insightful point of view, depending on
the writer’s feelings
4. TYPES OF WRITING
2. Argumentative
- It goes beyond giving information
- writers use this to let readers understand their side
of an argument, with analysis and support to their
claims, this should have valid reasoning and
enough evidence
- EX: “students should have to wear school uniforms”
5. TYPES OF WRITING
3. Informational
– develop ideas using techniques to present details
and well-chosen sequences
_Anything that is written with the aim to explain a topic to the
reader
EX : Newspaper articles, almanac entries, and reference
books
6. TYPES OF TEXT STRUCTURES
1. Definition
– used in explaining unfamiliar terms either to explain or
to convince
a. Standard Definition
– universally-accepted and rarely changes
For example: definition verb, nouns
b. Regulatory Definition
– assigned meanings based on an organization, regulating body and changes
on situations
For example: classification of typhoon signal as per PAG-ASA
7. DEFINITION
3. Personal Definition
– depends on the interpretations of the writer and as
experienced by the writer
For Example: what is a true friend?
4. Invented Definition
– given meanings to word coined and as used by society
For example: the definition of “first blood” in Mobile Legends
8. TYPES OF TEXT STRUCTURES
2. Description
- used by writers to describe something
- it may be an object, a person, place, experience,
emotion, situation, event, etc.
9. TYPES OF TEXT STRUCTURES
3. Classification
– used by writers to organize ideas into categories
– categorizing something or someone into a certain group or
system based on certain characteristics.
For example: kinds of On-line games
10.
11. TYPES OF TEXT STRUCTURES
4. Comparison and Contrast
– used to show how two ideas are alike and different
- information presented by chunks and by following a sequence
For example: IOS and android are both system used in mobile cellular phones.
IOS is a more closed system which does not allow customer or user
customization while android system is more open as it allows users or
customers to download a wider variety of applications.
12.
13. TYPES OF TEXT STRUCTURES
5. Cause and Effect
– used to explain why things happen, and the results of a certain
phenomenon
- enumerate factors and possible outcomes resulting to phenomena or
events
14.
15. TYPES OF TEXT STRUCTURES
6. Chronological
– used to show order of things, how something happens
and the logical arrangement of things
- lends itself in other text structures in a sense that in narrating
writers need to present a timeline of events
- in persuading people writers enumerate evidence in a sequence
16.
17. TYPES OF TEXT STRUCTURES
7. Problem and Solution
– used in showing patterns of organization where
a dilemma is explained either through a solution
or a dilemma is explained and a solution/s is/are
given
18.
19. LET’S TRY THIS!
Choose one of the following three categories. Pick two examples from each.
Then come up with one similarity and two differences between the examples.
1. Movies
2. Social Media Applications
3. Cell phones
4. Traditional class and Online Class
5. Department stores and discount retail stores
6. Fast food chains and fine dining restaurants
Example:
MOVIES: HARRY POTTER & SUPERMAN
Similarity:
• Fantasy genre
Differences:
Harry Potter
• Produced by Warner Bros. Picture
Superman
• Produced by various studios over time
22. I.ORGANIZATION
• property of a well-written text constitutes the logical order of
presentation of ideas.
• Organization is achieved when these ideas are logically and accurately
arranged.
• properties of a well-written text involve summarizing the overall
argument and beginning each paragraph with a topic sentence.
23. II. COHERENCE AND COHESION
property of a well-written text features the textual continuity
COHERENCE: All sentences connected to
each other.
COHESION:
Connection of ideas at the sentence level
24. II. Coherence and Cohesion
A. Arrangement of details according to . . .
1. Chronological Order
2. Spatial Order
3. Emphatic Order
26. 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 the 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.
28. COHERENCEAND COHESION
2. SPATIAL – The sentences of a
paragraph are arranged
according to geographical
location, such as left-to-right,
up- to-down, etc
29. 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.
30. 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.
31. 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.
32. 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).
33. COHERENCEAND COHESION
B. Signal Devices
1. Transitions
a. Time e. Comparison
b. Sequence f. Contrast
g. Cause and Effect
h. Conclusion
c. Space
d. Illustration
2. Repetitions
3. Synonyms
4. Pronouns
34. B. Signal Devices
- words that give readers an
idea of how the points in your
paragraph are progressing
36. 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.)
44. 2. Repetitions
(repetitions of main ideas keep continuity
and highlight important ideas)
-it could be a word, a phrase, a full
sentence, or a poetical line repeated to
emphasize its significance in the entire text
45. Examples of Repetitions:
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.
46. 3. Synonyms
(these are words similar in
meaning to important words
or phrases that prevent
tedious repetitions)
48. LANGUAGE USE
III. LANGUAGE USE
property of well-written text refers to the appropriate
use of language in writing
- appropriateness of word/vocabulary
49. IV. MECHANICS
- Writing conventions of the
words on how to spell,
abbreviate, punctuate, and
capitalize
- properties of a well-written
text refer to the grammatical
aspects of writing
52. PARAGRAPH
-A group of sentences focusing on a topic
-It has clear, logical sentences that flow
together well.
- It has sentences that all stick to the main
idea expressed in the topic sentence
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. . .
56. 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.
58. 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. . .
62. 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!
64. 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.
66. 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.
68. 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.
72. 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.
73. 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.
74. 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
75. 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.
76. 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 butare
not well supported by detailed
information.
There is one topic.
Main ideas are somewhat clear.
The topic and main ideas arenot
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. Aconclusion
is included.
The introduction states the main
topic. A conclusion isincluded.
There is no clear introduction,
structure, or conclusion.
Voice The author’s purpose
of writing is very clear,
and there is strong evidenceof
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 writingis
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 interferewith
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. CLAIMS
•an assertion of the truth of something, typically one that is
disputed or in doubt.
•state or assert that something is the case, typically without
providing evidence or proof.
80. Claim of Policy
• When an author claims in the argument that something
should be implemented.
• An argument that asserts the implantation of a certain policy.
• It generally states solutions and plans that are procedural and
organized.
81. Claim of Value
• When an author persuades readers, something is important
• Assert something that can be qualified
• Consist of arguments about moral, philosophical, or aesthetic topics.
• Try to prove that some values are desirable compared to others
82. Claim of Fact
• When an author states in the argument that something is true
• statements that can be verified as they rely on actual information for
support.
• It states a quantifiable assertion or measurable topic.
• They assert that something has existed, exists, or will never exist based
on data.
85. INTERTEXT
• Refers to those interrelationships among texts that shape a text's meaning.
• Interconnections between similar or related works perceived by an audience or
reader of the text.
• Defines as comparing the meaning of a text to another text.
• Read one text and reference another, or when you adopt and change a prior text.
• Emphasizes that the text is always influenced by previous texts and in turn
anticipates future texts.
88. HYPERTEXT
• This information shows as links and is usually accessed by clicking.
• The reader can find more information about a topic, which may have more links.
• This open up the reader to a wider horizon of information to a new direction.
• It associates topics on a screen to related information, graphics, videos and music
where information is not simply connected to the text.
• Unintentionally seeing patterns (that are apparent in another text) in the materials
being read.
• Creates a network of linked materials and encourages readers to go through the
material at their pace
