Senior High School Reading and Writing SKills

1. Objective:
Evaluate a written text based on its properties (organization,
coherence and cohesion, language use and mechanics)

2. conventions
in writing
SPELLING
Punctuation
Capitalization

3. Let Us
Practice!

4. Directions: Read carefully the
following paragraph and
examine its content by applying
the properties of a well-written
text. Write your text evaluation
on your notebook
Into the text

5. (1) Learning how to drive a car with a stick shift is
difficult. (2) The location of each gear and the best
speed to drive for each gear must belearned. (3)
How to push in the clutch and change the gear to
obtain the best speed can be tricky until the driver
discovers just where the clutch accelerates the gear
speed. (4) bouncing and jerking can occur until the
maneuver is mastered. (5) The ―”sweet spot” is
different in all cars. (6) Downshifting has to be
learned to allow for turns and slowing. (7) The
clutch and gear speed work together again but the
gear is shifted to slow down, not to speed up.

7. The use of constructive language expresses a
potentially negative in a positive way, while
destructive language leads the reader to blame and
criticism, causing defensiveness.
Constructive Language

8. The formality of the language used should conform
to the formality of the situation and the relationship
between the writer and the reader. Consider the
following examples.
Formality of Language

10. language use
PRINCIPLES OF WELL-
WRITTEN TEXT

11. Mechanics
These are conventions that
have to be considered in
writing. Spelling,
punctuation, and
capitalization are some of
the examples. To prevent
confusion, it is necessary to
know and follow the
conventions in writing.

12. Six characteristics of
effective language:
2. concise,
not verbose
1. concrete and
specific, not
vague and
abstract
4. precise,
not
ambiguous
6.appropriately
formal
3. familiar,
not obscure
5. constructive,
not destructive

13. Concrete language involves tangible
qualities/characteristics and things we know
through our senses. Specific language designates
particular items or individuals cases.
Concrete and
Specific
Language

14. It involves using the most appropriate terms to get one’s point
across. Concise language means using a minimal amount of
effective terms to convey one’s argument. To make the sentence
more succinct, writers must avoid unnecessary words in their
sentences.
Concise
Language

15. It refers to words/ terms that the reader easily recognizes and
understands because they use them regularly. The message has a
greater effect when using vocabulary that is familiar to the reader.
Familiar
Language

16. Through the use of precise language, vocabulary of specific nouns ,and
vivid verbs, you can construct clear mental images and avoid wordiness.
Moreover, the use of concise language, using the fewest possible words
without sacrificing meaning, makes your writing more understandable.
Precise writing replaces vague terms for accurate nouns and active
verbs.
Precise Language

17. Organization can be achieved
through the following techniques: text structure,
signal words, and physical format.
Organization

18. Coherence and
Cohesion
Coherence refers to the
overall sense of unity in a
text. On the other hand,
cohesion is the connection of
ideas both at the sentence
level and at the paragraph
level.
When ideas are organized
well, a text can achieve
coherence and cohesion.
Both should be present to
make your text easier for your
readers to follow and
understand.

19. 3. Synonyms are words similar in meaning to important
words or phrases. This technique is
used if direct repetition is too obvious.
Example:
Teenagers face an enormous amount of peer pressure from friends.
Hence, many young adults are showing signs of great stress or
depression at an early age.

20. 4. Pronouns are used to connect sentences by referring
to preceding nouns and pronouns.
They can also help create paragraphs readable by
removing wordiness and unnecessary repetition.
Examples:
1. Rodrigo R. Duterte is the 16th President of the Republic of the
Philippines. Moreover, he also served as Davao City’s Mayor for a long
period of time. He is also known by many as a strong leader.
2. Mrs. Gomez approved to have a meeting with the workers’ union
before she signed the contract. She was willing to hear their concerns
about the newly proposed amendments in the company.

21. 5. Parallel Structures include the use of matching
words, phrases, clauses, or sentence
structures to express similar ideas. It allows the reader
to understand the connections between ideas and to
flow smoothly from one idea, sentence, or paragraph to
the next.
Examples:
1. Rodrigo R. Duterte is the 16th President of the Republic of the
Philippines. Moreover, he also served as Davao City’s Mayor for a long
period of time. He is also known by many as a strong leader.
2. Mrs. Gomez approved to have a meeting with the workers’ union
before she signed the contract. She was willing to hear their concerns
about the newly proposed amendments in the company.

22. language use
PRINCIPLES OF WELL-
WRITTEN TEXT

23. It refers to the appropriateness of word/vocabulary
usage. Proper language use enables you, the writer,
to convey the message you want to your readers.
Language use is one of the strongest indicators of a
well-written text because it leadswriters to effectively
communicate ideas without confusing the reader.
Language
Use

24. To achieve coherence and cohesion, one technique is to
use signal devices which that hint readers on how the
points in your paragraph are a progression. This can be
shown in the paragraphs using transitions, repetitions,
synonyms, pronouns, and parallel structures.

25. 1. Transitions refer to words that connect one idea to
another, making the writer’s ideas flow smoothly.

26. 1. Transitions refer to words that connect one idea to
another, making the writer’s ideas flow smoothly.

27. 2. Repetitions include a word, a phrase, or a full
sentence repeated to highlight its
importance in the entire text. The repetition of the main
ideas keeps continuity and helps the
readers remain focused and headed in the right
direction.
Examples:
1. The president said, “Work, work, and work,” are the keys to
success.
2. If you think you can make it, you can make it.
3. Most students are intimated by the works of William Shakespeare.
They believe Shakepeare’s sonnets and plays are far too complicated
to read and understand.

28. Text structure
Text structure refers to the framework of a text’s
beginning, middle, and end.
Different narrative and expository genres have
different purposes and different audiences, so
they require different text structures. Beginnings
and endings help link the text into a coherent
whole.
Organization

29. Three major parts of a text
INTRODUCTION
Also called as the lead or the hook. It introduces the readers to the
purpose of the writing by introducing characters or setting(for narrative)
or the topic, thesis, or argument (for expository writing)
Text structure
BODY
The organization of the middle of a piece of writing dependes on
the genre. Researchers have identified five basic organizational
structures: sequence, description, cause and effect, compare and
contrast, and problem and solution.
Conclusion
It is the restatement of the thesis and majoir points, showing how
the writer has proven his/her position. Possible implications of what has
been discussed and writer's conclusion may also be included .

30. the skill:
The first few sentences, paragraphs or pages of a
story are the reader's entry point into a new world.
Often, a reader will decide whether or not to
continue reading based purely off a story's
exposition!
The exposition is an opportunity to introduce your
writing style, set the scene and establish your
central characters and conflict. It's extremely
important that we practice the skill of grabbing a
reader's attention straight away through an
interesting and engaging introduction.
Try to avoid boring cliche openings and instead
consider the following:
a thought-provoking question or comment
about your central theme
a surprising, strange or unexpected
statement or detail to intrigue the reader
a powerful piece of dialogue or
conversation to set the scene
jumping right into the action to create
tension or suspense
a foreshadowing clue about the character's
potential fate to make the reader wonder
01
02
03
04
05

31. Coherence and
Cohesion
PRINCIPLES OF WELL-
WRITTEN TEXT

32. Properties of
Well-Written
Texts
R E A D I N G A N D W R I T I N G

33. Learning Objectives
identify
properties of a
well-written
text;
01
write a well-
written text.
03
evaluate written
text based on
the identified
properties; and
02
LEARNING COMPETENCY:
Evaluate a written text based on its properties (organization, coherence and
cohesion, language use and mechanics)

34. In academic terms, a text is defined as written
material or piece of writing such as an article, essay,
book, magazine, or newspaper.
For a paragraph or any composition to be effective, it
must always consider the properties of a well-
written text which includes organization, cohesion
and coherence, language use, and mechanics.
Properties of a Well-Written Text

35. ORGANIZATIO
N
PRINCIPLES OF WELL-
WRITTEN TEXT

36. This is also known as an arrangement that refers
to the structural framework for
writing.
A text is considered organized when ideas are
accurately and logically arranged
with a focus on the arrangements of ideas,
incidents, evidence, or details in a definite order in
a paragraph, essay, or speech.
Organization

37. Types of Claims: Establishing Purpose and
Organization
Claims of Fact
Claims of Definition
Claims of Cause
Claims of Value
Claims of Policy

38. Five Types of Claims
 Virtually all arguments can be categorized according to one
of five types of claims.
 Claims can be identified by discovering the question the
argument answers.
 As we browse the types, notice how the questions all invite
different purposes and different points of view.
 They all lead to argument.
Claims of Fact
Claims of Definition
Claims of Cause
Claims of Value
Claims of Policy

39. Claims of Fact:
 Did it happen?
 Does it exist?
 Is it true?
 Is it a fact?

40. Fact Claim
 When you insist a paper was turned in on time even if the
professor cannot find it, or that you were not exceeding the
speed limit when a police officer claims that you were, you
are making claims of fact.

41. Fact Claims
 These are central to court room debate since lawyers argue
about what happened in order to prove innocence or guilt.
 Historians also argue about what happened as they sort
through historical evidence to try to establish historical fact.

42. Fact Claims:
 Women are as effective as men in combat.
 The ozone layer is becoming depleted.
 Increasing population threatens the environment.
 Bigfoot exists in remote areas.
 Men need women to civilize them.

43. Fact Claims
 Note that all these claims are statements of fact, but not
everyone would agree with them.
 They are all controversial.
 The facts in these claims need to be proved as either
absolutely or probably true in order to be acceptable to an
audience.

44. Claims of Definition:
 What is it?
 How should we define it?
 What is it like?
 How should it be classified?
 How should we interpret it?
 How does its usual meaning change in a particular context?

45. Definition Claims:
 The entire argument can center around the definition of a
term.
 When you argue that an athlete who receives compensation
for playing a sport is “professional,” and thereby looses
“amateur” status, you are making a claim of definition.

46. Definition Claims:
 We are considering definition claims that dominate the
argument as a whole.
 Definition is also used as a type of support, often at the
beginning, to establish the meaning of one or more key
words.

47. Definition Claims: Examples
 Marriage as an institution needs to be redefined to include
modern variations on the traditional family.
 Some so-called art exhibits could more accurately be
described as pornography exhibits.
 The fetus is a human being, not just a group of cells.

48. Definition Claims: Examples
 Wars in this century can all be defined as “just” rather than
“unjust” wars.
 Sexual harassment is defined in terms of behavior and not
sexual desire.
 Note that arguments introduced by these claims will focus on
the definitions of family, art, fetus, just war, and sexual
harassment.

49. Claims of Cause:
 What caused it?
 Where did it come from?
 Why did it happen?
 What are the effects?
 What will probably be the results over the short and the long
term?

50. Cause Claims:
 When you claim that staying up late at a party caused you to
fail your exam the next day or that your paper is late because
the library closed too early, you are making claims of cause.
 People often disagree about what causes something to
happen, and they also disagree about the effects.

51. Clause Claims: Examples
The cause-effect relationship is at issue in these statements
 Overeating causes disease and early death
 A healthy economy causes people to have faith in their
political leaders
 Sending infants to day care results in psychological problems
later in life
 Inadequate funding for AIDS research will result in a
disastrous worldwide epidemic
 Crime is caused by lack of family values

52. Cause Claims
 An organizational strategy commonly used for cause papers
is to describe causes and then effects.
 Clear-cutting would be described as a cause that would lead
to the ultimate destruction of the forests, which would be the
effect.

53. Cause Claims:
 Effects may be described and then the cause or causes.
 The effects of censorship may be described before the public
efforts that resulted in that censorship.
 You may also encounter refutation of other actual or possible
causes or effects.

54. Cause Claims
 The type of support for establishing a cause-and-effect
relationship is factual data, including examples and statistics
that are used to prove a cause or an effect.
 Various types of comparison, including parallel cases in past
history to show that the cause of one event could also be the
cause of another similar even.

55. Cause Claims
 Signs of certain causes and effects can also be used as well
as hypothetical examples that project possible results.

56. Claims of Value:
 Is it good or bad?
 How bad?
 How good?
 Of what worth is it?
 Is it moral or immoral?
 Who thinks so?
 What do those people value?
 What values or criteria should I use to determine its goodness or
badness?

57. Value Claims
 When you claim that sororities and fraternities are the best
extracurricular organizations for college students to yoin, you
are making a claim of value.
 Claims of value, as their name implies, aim at establishing
whether the item being discussed is either good or bad,
valuable or not valuable, desirable or not desirable.

58. Value Claims
 It is often necessary to establish criteria for goodness or
badness in these arguments and then to apply them to the
subject to show why something should be regarded as either
good or bad.

59. Value Claims: Examples
 Public school are better than private schools
 Science Fiction novels are more intereesting to read than
romance novels
 Dogs make the best pets
 Mercy Killing is immoral
 Computers are a valuable addition to modern society
 Viewing television is a wasteful activity

60. Value Claims: Examples
 Contributions of homemakers are as valuable as those of
professional women
 Animal rights are as important as human rights

61. Claims of Policy:
 What should we do about it?
 How should we act?
 What should our future policy be?
 How can we solve this problem?
 What concrete course of action should we pursue to solve the
problem?

62. Policy Claims
 When you claim that all new students should attend
orientation or that all students who graduate should
participate in graduation ceremonies, you are making claims
of policy.
 A claim of policy often describes a problem and then
suggests ways to solve it.

63. Policy Claims: Examples
 We should stop spending so much on prisons and start
spending more on education
 Children in low-income families should receive medical
insurance from the government
 Social security should be distributed on the basis of need
rather than as an entitlement

64. Policy Claims: Examples
 Every person in the United States should have access to
health care
 Film-makers and recording groups should make
objectionable language and subject matter known to
prospective sonsumers

65. Mixed Claims
 In argument one type of claim may predominate, but other
types may also be present as supporting arguments or sub
claims.
 It is not always easy to establish the predominant claim in an
argument, but close reading will usually reveal a predominant
type, with one or more other the other types serving as
subclaims.