READING AND WRITING SKILLS MODULE While some research has found brainstorming to be ineffective, this seems
more of a problem with the research itself than with the brainstorming tool
LESSON 1: USING PRE-WRITING STRATEGIES
PRE-WRITING- it is the first stage of the writing process, which pertains to different
techniques that helps you discover ideas before writing the first draft of a paper.
DETERMINING THE WRITING SITUATION
Pre-writing stage begins with knowing the kind of paper that you will be required to
write. Determining the writing situation or the context of your assignment is the next
thing to do.
Purpose- it is the reason why you are writing.
Audience - target reader.
Topic- it is the subject or the specific issue that your paper will discuss.
Tone- refers to the attitudes and feelings you want your writing to reflect
toward your purpose, topic, audience, and yourself.
Using Pre-Writing Strategies
1. Brainstorming-
2. Freewriting
Brainstorming is a process for developing creative solutions to problems.
Alex Faickney Osborn, an advertising manager, popularized the method in
1953 in his book, Applied Imagination. Ten years later, he proposed that
teams could double their creative output with brainstorming (Osborn, 1963).
Brainstorming works by focusing on a problem, and then deliberately coming
up with as many solutions as possible and by pushing the ideas as far as
possible. One of the reasons it is so effective is that the brainstormers not
only come up with new ideas in a session, but also spark off from
associations with other people's ideas by developing and refining them.
(Isaksen, 1998).
There are four basic rules in brainstorming (Osborn, 1963) intended to
reduce social inhibitions among team members, stimulate idea generation,
and increase overall creativity:
No criticism: Criticism of ideas are withheld during the brainstorming
session as the purpose is on generating varied and unusual ideals and
extending or adding to these ideas. Criticism is reserved for the evaluation
stage of the process. This allows the members to feel comfortable with the
idea of generating unusual ideas.
Welcome unusual ideas: Unusual ideas are welcomed as it is normally
easier to "tame down" than to "tame up" as new ways of thinking and looking
at the world may provide better solutions.
Quantity Wanted: The greater the number of ideas generated the greater
the chance of producing a radical and effective solution.
Combine and improve ideas: Not only are a variety of ideals wanted, but
also ways to combine ideas in order to make them better
A writing strategy developed by Peter Elbow in 1973, is similar to
brainstorming but is written in sentence and paragraph form without
stopping. Thus, it . . .
 increases the flow of ideas and reduces the chance that you’ll
accidentally censor a good idea.
 helps to increase fluency second-language learners—i.e., the ability
to produce written language easily (as opposed to accuracy, which
is of course important but which is better addressed later in the
process).
Module 1 | Reading and Writing Skills 1
 As in brainstorming, The whole purpose here is to use lines and circles to show visually how your
ideas relate to one another and to the main subject.
 DO write down every idea you can think of about your topic, no
matter how "crazy"; you can judge later! (And no one else is going A cluster or map combines the two stages of brainstorming (recording ideas
to see it) and then grouping them) into one. It also allows you to see, at a glance, the
 DON'T worry about correct grammar or spelling; aspects of the subject about which you have the most to say, so it can help
you choose how to focus a broad subject for writing.
Unlike in brainstorming,
Examples of Clustering or Mapping
 DO write in sentence and paragraph form;
 DO KEEP YOUR HANDS MOVING. If you can’t think of
anything, just keep repeating your subject (e.g., “busy trap, busy
trap”) or something like “I’m waiting for ideas to come and they will,
I’m waiting for ideas to come and they will,” over and over until they
do come. (They will!);
 DO feel free to use an occasional word from your native language if
you can't think of the English word, but don't overdo this;
 DO keep going for 15 or 20 minutes or until you feel you have
enough to start to build your paper or research on.
 NOTE: In Peter Elbow's original formulation of freewriting, designed
to generate not only ideas but even a topic, the writer writes for a
few minutes, chooses one idea or word from that freewriting and
then freewrites about that new topic for several minutes, and then
repeats that process again, successively refining their topic. This
process can be a useful one if you are truly starting from scratch
and are not even sure what you want to write your paper about.
3. Clustering/Mapping

Clustering or mapping can help you become aware of different ways to think
about a subject. To do a cluster or “mind map,” write your general subject
down in the middle of a piece of paper. Then, using the whole sheet of
paper, rapidly jot down ideas related to that subject. If an idea spawns other
ideas, link them together using lines and circles to form a cluster of ideas.

Module 1 | Reading and Writing Skills 2


READING AND WRITING SKILLS MODULE
LESSON 2: OUTLINE
OUTLINE is a summary that gives essential to features of a text. It shows how parts
of a text are related to one another as parts that are equal of importance, or sections
that are subordinate to a main idea.
TWO (2) KINDS OF OUTLINE
1. READING OUTLINE- is used to get the main ideas of a text that is
already written. It helps you understand the text’s structure more
critically because you will have to find out the text’s thesis statement.
And support. You will better understand a writer connects and
sequences the information in the reading.
Thesis Statement- is the central idea of an essay, around which all
other ideas revolve.
Creating a Reading Outline
A reading outline is highly structured. Below are some steps that you
can follow in creating a reading outline:
a. Read the entire text first. Skim the text afterward. Having an
overview of the reading’s content will help you follow its
structure better.
b. Locate the main idea or the thesis of the whole essay.
c. Look for key phrases in each paragraph of the essay.
d. Locate the topic sentence of each paragraph.
e. Depending on the length of the text, look at the topic sentence
and group those with related ideas together. See if they
describe a process or an example.
f. To logically organize information, the contents of the reading
are arranged according to levels. A level refers to the number
of ranks in the hierarchy of information on the reading. Provide
a general group name for each group of the topic sentences.
These will be the main divisions of your outline, or the first
level. Label these with a Roman numeral. The topic sentences
will be the subtopics, or the second level. Label these with
capital letters.
g. Evaluate the supporting details provided. These will be the
third level of your outline. Label these with Arabic numerals.
h. Go back to the text after you have finished your outline. Check
whether you have followed its sequence closely and that you
have not missed any important information.
To further understand, below is a sample outline. The outline came
from a short text entitled “The Spanish Legacy” written by a local
historian named Bonifacio Sibayan. The text talks briefly about how
the Spanish influenced Philippine languages and Philippine life in
the old times.
Purpose: to inform
Audience: High School students aged 12-17 years old
Tone: Light and educational
Point of View: Third Person Point of View
Thesis Statement: In the old times, the Spanish bore such a great
influence over Philippine languages and Philippine life.
I. The Spanish used Philippine native languages to
Christianize the natives.
A. The friars discovered that it was easier to preach the
Good News in the natives’ own languages.
B. It is easier for priests to learn the native language and
preach in it, than for the natives to learn Spanish and
learn Christianity in it.
II. The Spanish mixed terms from their own language with
the Philippine native languages
A. The Spanish retained certain key concepts in their
own language because these terms did not have
Module 1 | Reading and Writing Skills 3
 equivalents in the native languages. They also did this
so the natives could not equate these terms with their
pagan beliefs.
1. These concepts include: God, Holy Trinity,
Holy Ghost, Virgin Mary, the Pope, grace,
sin, cross, hell, Holy Church. Sunday, and
the names of the Sacraments.
2. These words can be found in the first book to
be published in Tagalog, named the Doctrina
Christiana. This book was published in 1593
B. This was the beginning of the marriage of Spanish
and the Philippine languages that came under the
Spanish Christian influence.
C. This allowed the “common people” to start learning
Spanish not only in religion but also at home and in
everyday life.
III. The Spanish, and minority of Filipinos, also used the
Spanish language in the domains of higher education,
government, and law.
A. Very few Filipinos learned Spanish well.
1. The University of Santo Tomas only
conferred 2,169 degrees from 1634 to 1865
2. Toward the end of the Spanish regime, only
2.46% of an adult population of 4.65 million
spoke Spanish.
B. The few Filipinos who did learn Spanish (referred to
as Illustrados) were the same people who exerted an
enduring influence in the domains of Philippine
education, government, and law.
C. Spanish was an official language of the Philippines up
until 1986.
2. WRITING OUTLINE- is a skeletal version of your essay. It is used as a
guide to organize your ideas. It is usually done before you write the first
draft of your essay.
Below are the parts of a formal outline. Similar to reading outline, the main
ideas are written beside Roman numerals. Supporting ideas under each
main idea are written beside capital letters and indented. Specific details
under each detail are written beside Arabic numbers and are further
indented.
I. Main Idea
A. Subsidiary idea or supporting detail to I
B. Subsidiary idea or supporting detail to I
1. Subsidiary to B
2. Subsidiary to B
a. Subsidiary to 2
b. Subsidiary to 2
II. Main Idea
A. Subsidiary idea or supporting detail to II
B. Subsidiary idea or supporting detail to II
C. Subsidiary idea or supporting detail to II
Other types of Outline
SCRATCH OUTLINE- is a simple list of ideas that take the form of words and
phrases and are good for their brevity.
SENTENCE OUTLINE- uses sentences to define the subject matter and are good for
their use of specific detail.
Module 1 | Reading and Writing Skills 4
 READING AND WRITING SKILLS MODULE
LESSON 3: PARAGRAPH
PARAGRAPH is a group of sentences that deals with one particular idea.
Paragraphs are defined by the point that they support, the controlling idea, and not
just by how long they are. The fundamental rule in writing paragraphs is that only one
idea should be discussed per paragraph.
USE OF SIGNAL DEVICES
Identifying the Parts of a Paragraph
TOPIC SENTENCE- tells the reader the main idea of your paragraph. It reveals what
you generally plan to propose, argue or explain. When it is a part of a longer essay,
the topic sentence contains a main point that supports the thesis statement. Think of
the topic sentence as mini thesis statement for the paragraph.
A topic sentence can be explicit, or clearly states the ideas that will be elaborated on
in the paragraph. However, a topic sentence can also be implied. A topic sentence is
implied if there is clear controlling idea of what the paragraph is about. The reader will
be able to determine the focus of the paragraph because all of the details, as seen,
above are like linked by an organizing theme.
SUPPORTING DETAIL- it elaborates on the topic sentence. These may range from
facts, examples, or instances. Good supporting details expound on the main idea and
acts as adequate support; they are specific and stem from the general idea
established by the topic sentence. How much detail you should include in a
paragraph depends on your purpose and topic sentence.
MAKING YOU PARAGRAPHS EFFECTIVE
1. UNITY- simply means that all of the sentences in the paragraph are related
to the topic sentence. It is the first characteristics of an effective paragraph
2. ADEQUATE DEVELOPMENT- second characteristic. The topic sentence
should be elaborated on using concrete evidence, different examples,
relevant facts, and specific details.
3. COHERENCE- this means that the sentences are arranged in a logical
manner, making them easily understood by the reader. Coherence is
achieved when ideas flow smoothly within and between paragraphs.
4. EMPHATIC ORDER/SPATIAL/CHRONOLOGICAL- emphatic order is when
information found in a paragraph is arranged to emphasize certain points
depending on the writer’s purpose. When a paragraph’s arrangement is
chronological order, the details are arranged in the order in which they
happened. Meanwhile, spatial arrangement is when the sentences of a
paragraph are arranged according to geographical location, such as left to
right, up to down.
1. Transitions- these are word and phrases that connect one idea to
another
a. Time (first, immediately, afterward, before, at the same time,
after, earlier, simultaneously, finally, next, later, in the
meantime, eventually, then, meanwhile, now, subsequently)
b. Sequence (moreover, furthermore, next, also, finally, last,
another, first, second, besides, additionally)
c. Space- (above, next to, below, behind, beside)
d. Illustrations- (for instance, specifically, for example, namely,
in this case, to illustrate)
e. Comparison- (similarly, also, in the same way, still, likewise, in
comparison, too)
f. Contrast- (but, despite, however, even though, yet, on the
other hand, although, on the contrary, otherwise, conversely)
g. Cause and Effect- (because, as a result, consequently, then,
so, since)
h. Conclusion- (thus, therefore, in conclusion, in short)
2. Repetitions- repetitions of main ideas keep continuity and highlight
important ideas
3. Synonyms- these are words similar in meaning to important words or
phrases that prevent tedious repetitions.
4. Pronouns- words that connect readers to the original word that the
pronouns replace
5. Parallelism- using of similar sentence structure.
Module 1 | Reading and Writing Skills 5
 READING AND WRITING SKILLS MODULE

LESSON 4: Using Post –Writing Strategies

POST WRITING is the final stage of the writing process. This part entails looking over
your draft critically, paying attention to content, organization, and mechanics by using
techniques like revising, editing and proofreading.

Defining Revisions and Editing

Revision is the general process of going back through your whole draft, from the
start to end, and improving on or clarifying your writing subject’s meaning. This can
include adding in, taking out, moving around and polishing certain parts your draft to
make it much more understandable and easier for reading. Revision focuses on the
bigger picture of your draft so you can resolve any significant issues on content that
may have otherwise been hidden while you were writing.

Editing, sometimes known as proof reading, is the more meticulous process of

clarifying meaning by revising each word and line of your draft. This includes you
working on grammatical principles such as subject-verb agreement, verb tense, noun
and pronoun usage, prepositions, sentence transitions and typographical matters
such as punctuations, spelling and capitalization.

**Note that while revision on the bigger picture of your draft, editing focuses on its
finer details, making sure every word contributes precise meaning to your writing
subjects. Furthermore, when writers proofread, they mark their drafts by using editing
symbols, which guide them in knowing what to remove, correct, or improve on.
Always remember that revision and editing are two different activities.

Module 1 | Reading and Writing Skills 6

 READING AND WRITING SKILLS MODULE
LESSON 5: Book Review
BOOKS are probably one of the best things man has ever invented. Books bring us
to places we have never been t, expand our imagination, and make us ponder about
realities of our world. Most people love to read books, which comes in different
genres. Thousands of books are published every day whether in a physical or digital
form.
A book review is a written literary criticism which gives readers a heads up about a
certain book without spoiling its story. This is done by describing the story and
analysing it. The person writing a book review can also express his opinion about the
way the author wrote the book he is reviewing.
When writing a book review, remember that it should match the level of its target
reader. For example, younger readers must not be asked to make a book review with
historical analysis because they may not be familiar with the historical background of
the book. It is still better for beginners in the analysis of the book; namely, the story,
characters, setting, plot, and genre. There are the basic elements that a reader
should look into while reading a book. These are also the elements that a book
reviewer needs to observe.
PARTS OF A BOOK REVIEW
Parts of a book review may vary depending on what kind of book review is necessary.
However, the following are suggested because it contains the basic parts of a book
review of any book genre.
1. Introduction- it includes information about a book like its title and author.
Introduction gives the background of the story where readers will be able to
understand what the story is about and where it is headed.
2. Characterization- it describes the attributes and emotions of the characters
in the story. The characters may be described as how people are described
in the real world. Some may relate to the story because of the character that
the author built. A good description of their personality is what makes
readers love or hate the characters in the story.
3. Plot- the analysis of the plot seeks to examine the way the introduction, the
suspense, the climax, and the conclusion are written. It looks after the
element of suspense that could keep readers hooked. The writer may
compare the plot of the book being reviewed with other books similar to its
genre. The writer may also suggest ideas that could have been added or
removed from the plot that could make the story better. For example, one
can suggest a different ending to a story.
4. Art and Delivery- this is the part where one tries to critique the artistic side
of the book. Art and delivery may refer to the typography and the illustrations
of the book. Typography is the art and technique of arranging letters to make
a written language readable and beautiful. This refers to the font size, font
style, letter spacing, line spacing, and line length. On the other hand,
illustrations are drawings and other graphic materials that are found in the
book.
5. Final Verdict- is like a conclusion wherein final comments and overall
critiques are expressed. This is also where the book is rated based on the
reviewer’s opinion and standards.
Steps in Writing a Book Review
1. Choose a book you want to review and read it thoroughly.
2. Write the book review based on the given parts. As you write, try to
describe the book and express your thoughts about it.
3. Reread and revise your book review. You may also ask a peer to do
it for you for thorough editing.
4. Share your book review with others. You may not know it, but your
book review might be useful to others. You may post it online.
Module 1 | Reading and Writing Skills 7
Example of a Book Review

The Great Mogul Diamond is the third installment of G.P. Taylor’s The Dopple
Ganger Chronicles. Set in the late 1800’s, the series invites a Victorian London
intrigue, reminiscent of the Sherlocke Holme’s Collection.

CHARACTERIZATION

Compared to Sherlock Holmes Collection, The Dopple Ganger Chronicles contains

more relatable and endearing characters. The three protagonists are the
mischievous teenage twin sisters Sadie and Saskia Dopple with their sometimes
domineering and sometimes sweet personality.

PLOT

The Dopple Ganger Chronicles itself is a good enough mystery detective book series.
Taylor, in general has this dancing rhythm for the plot when he writes. He starts off
with a provocative mystery in this first chapter, a hook. Compared to the two books
before, I´d say that the plot is the weakest for the Great Mogul Diamond.

ART & DELIVERY

Taylor uses very descriptive words when he´s writing. He describes the house, the
train and what a character does. The art provided by Daniel Boultwood and Tony Lee
are excellent and complement the book extremely well.

FINAL VERDICT

With the nice stories and the excellent art, the series itself is above average for me: 4
stars; but the third book for me was the lesser of the three, because of the weaker
plot. The Great Mogul Diamond 3.5 out of 5 stars. Though it´s not the best book in the
series, it´s still a good read, and yes, you get resolve some of the mysteries from the
previous books.

Module 1 | Reading and Writing Skills 8

 READING AND WRITING SKILLS MODULE 6. Proficiencies- this part shows the equipment you can manipulate, may it be
in the computer or other machineries. This is very important especially if you
LESSON 6: Resume are applying for a job that requires operations of these machines.
RESUME is a personalized summary of your personal background, abilities, and 7. Organization Affiliation- this portion reflects your well-roundness and your
ability to be a team-player. It also shows if you are involved in the
skills. It will show your potential employer if you are fit for a certain position that you
are applying for. community that you are in.
8. References- putting three references- is important. Your references should
THINGS TO REMEMBER WHEN MAKING A RESUME not be related to you by blood. They should be someone you trusts and
knows you well professionally. Usually people put their superiors or their
1. Keep it short and simple. mentors in this portion.
2. Make it readable.
3. Highlight important details.
4. Mention concrete accomplishments.
*below is a sample resume
PARTS OF A RESUME

1. Personal Data- fill out this portion accurately. Make sure the information is
correct.
2. Photo- make sure to put a good 2x2 photo with a white background and
where you are in a professional attire. Looking your best even in pictures
helps you make a good impression with employers.
3. Educational Background- write down your educational background starting
from your highest educational attainment. Make sure to indicate the
university, major, and inclusive dates and addresses.
4. Work Experience- write your work experience based on the most current or
the most important to the least important. It is advisable to put work
experiences that are directly- related to the job you are applying for. You
may also wish to put in freelance or part-time jobs to highlight your ability to
manage time.
5. Licensure and Certificates- do not forget to put in the licenses and
certificates that you earned especially if they are related to the field you are
applying for. This will increase your eligibility to get the job.

Module 1 | Reading and Writing Skills 9

Module 1 | Reading and Writing Skills 10
 READING AND WRITING SKILLS MODULE

LESSON 7: Application for Employment

COVER LETTER is a one-page document attached to the resume. It gives a

summary of the resume that you intend to submit to the employers.

CHARACTERISTICS OF A GOOD COVER LETTER

1. Short. It should not exceed one page because it only gives a view of
your resume.
2. Comprehensive. It should contain complete information that represents
your skills and abilities. It should also be understood and should be
straight to the point.
3. Relevant. Write down only the things that are relevant to the position
you are applying for. Do not include irrelevant qualifications.
4. Specific. You should be specific about the location and the position you
are applying for. This is for you to undergo the specific process that the
company does to screen the people hired for that particular position and
location.
5. Detailed. It should contain basic details about you and your
accomplishments. Also, you should write some detailed information
about the company that will show your knowledge about them.

Module 1 | Reading and Writing Skills 11

 Prepared by:
Dharsinero S. Sabandal, LPT
Subject Teacher

Reference/s:
Hello kids!
Rodriguez, Maxine Rafaella C. and Marella Therese A. Tiongson. Reading and I am really missing you so much!
Writing Skills, First Edition. Rex Book Store, Inc. 2016 Hope to see you soon!!
Mag-iingat lagi, kasi mamahalin ko pa kayo ng sobra!!
Agbayani, Diana R., Roxanne E. Agbayani, and Nikon Francesca M. Meru. Enhanced Sending you my hugs and kisses!
English Engagements: Reading and Writing, Senior High School. Salesiana Books.
Don Bosco Press, Inc. 2016.

I LOVE YOU SAGAD!!!!

NOTA BENE:
ANY CASE OF ILLEGAL REPRODUCTION AND DISTRIBUTION OF THIS HAND-
OUT IS PROBIHITED, UNLESS PERMISSION OF THE PROPONENT OF THE
OUTLINE OR THE AUTHOR OF THE MAIN REFERENCE IS REQUIRED.
IGNORANTIA LEGIS NON EXCUSAT

Module 1 | Reading and Writing Skills 12