Lourdes College

Inc.
Integrated Basic Education Department
SENIOR HIGH SCHOOL
Gen. Capistrano Street, Cagayan de Oro City
S.Y. 2020 - 2021, First Semester

LEARNING MODULES
Reading and Writing Skills

Prepared by

SHERRY JANE C. BUAL, LPT

Modules for the Week

August 3 – 7, 2020

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 Lourdes College

Inc.
Integrated Basic Education Department
Macasandig, Cagayan de Oro City

Sample Module for Online Learning

General Instructional Guidelines

SUBJECT: Reading and Writing Skills for Grade 11 STEM

Greeting: Good morning / afternoon everyone! Praised be Jesus and Mary! Welcome to our module for
this session. You will find here our general instructional guidelines, then the components of
our module. You will be guided one step at a time through the specific instructions of the
learning tasks given below, which intend to develop our cognitive skills as well as our values,
considering current social realities. Let joy and peace abound in your mind and heart as you
genuinely and responsibly respond to the learning processes that this module offers.

I. General Instructional Guidelines

1.1 Please refer to the Unit Plan for the Subject description, minor and major performance tasks, and
criteria for grading. Consultation will be provided through our group chat, email, Gmail, SMS,
Edmodo or other social network. I will monitor your participation in our learning activities
through these chosen media. In addition, you are always encouraged to voice any concerns
on internet connections so that appropriate adjustments can be done.

1.2. Your honesty and integrity are few of the most important component to whatever outputs asked
from the module. A plagiarism-checker tool will be utilized as one of the measures in assessing your
outputs. Use in-text citation (citing the author and year) when you mention a statement coming from a
source other than the list of references that can be found in your paper.

1.3. Feedback is an essential component in this mode of delivery. You will be asked of your
assessment of your learning experience in this subject so that we will be able to improve our learning
processes in the succeeding instructional delivery.

B.2 Specific Instructions for the Learning Activity

You are reminded that at the end of the module, you are expected to comply all the required
tasks/activities, and answer the self-check test.

Note: Kindly upload your output in our Google Classroom using your account. File name must be:
FamilyName_Activtity_A.

Example: Bual_Activity_A. Deadline will be on August 8, 2020, 6PM sharp. If you have considerable
concerns or problems, feel free to communicate about it.

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Module No. 1: Text as Connected Discourse

Module Overview: This module deals with the text as connected discourse and the properties of
a well-written text cultivating our skills in writing which we consider as our lifetime skill. The
students will understand the unity in a written text along with the rules in writing enabling them
to produce a well-written text as an effective, reliable and competent source of information.

TRANSFER GOAL/LEARNING OUTCOME:

The students in the long run and on their own will be able to use the elements of paragraph to
achieve a connected written text in order to produce different patterns of paragraph
development paying attention to content, organization and mechanics thereby become a reliable
and competent source of information in the society as God’s instrument in spreading good
news.

OBJECTIVES:

In these lessons, you will learn the following:

1. identify written text as connected discourse and the coherence and cohesion in a text;

2. connect an idea to another idea, a sentence to another sentence and a paragraph to another
paragraph to form a well-organized text; and

3. produce a well-written text having a good introduction, informative body and striking
conclusion.

LESSON 1: UNITY IN THE PARAGRAPH

CONTENT FOCUS:

What is a Paragraph?

 Group of Sentences that deals with one particular idea

 Unit of thought made up of related sentences
 Organized around a central topic called topic sentence

What are the parts of a paragraph?

 Topic Sentence
 Supporting Details
 Clinching Sentences

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 TOPIC SENTENCE SUPPORTING DETAILS CLINCHING SENTENCE

 Composed of a subject  Specific or minor ideas that  Final Statement

(contains limited topic to develop the topic sentence  Summary of details
be discussed) and into paragraph  Conclusion
predicate (controlling idea)
Examples and
 Main Idea Illustration
Facts
Concepts
Statistics,
Opinions, Reasons
Experiences, Events
Feelings, Perceptions

Refer to this link below for more information:

https://www.texasgateway.org/resource/editing-coherence-and-transition-english-iii-writing-and-
research

LESSON 2: COHERENCE AND COHESION IN PARAGRAPHS

-Transitional Words

-Pronoun Reference

- Repetition of Keywords

-Parallelism

CONTENT FOCUS:

Coherence and cohesion in paragraphs

 derived from Latin word cohere which means “to hold together”
 used structural devices to achieve unity:
transitionl words

pronoun reference

repetition of keywords

parallelism

Coherence and Cohesion in paragraphs

COHERENT PARAGRAPH COHESIVE PARAGRAPH

how ideas in a sentence are
  how one idea sticks to another
arranged and connected for the idea, sentence to another
information to be properly sentence and paragraph to the
understood next
 how smooth the ideas are, no  Understanding the whole
gaps of thoughts (ideas are composition because ideas are
connected so that it will be connected in each paragraph to
focused on the central thought) succeeding paragraphs
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 Transitional Words

 used to signal relationship between wordsand sentences

 used for examples, comparison, contrast, addition, etc.
Examples of Transitional Words

To give examples: for example, for instance, to illustrate To show place or direction: above, below,
beyond, here

To compare: also, likewise, similarly, in the same way, at To summarize: in other words, in short, to sum
the same time up, all in all

To contrast: although, yet, but, despite, even though, in To show time: after, before, during, finally, next,
contrary, on the other hand, however until, immediately, as soon as, later

To show addition: and, also, again, in addition, To indicate logical relationship: therefore, as a
furthermore, moreover result, accordingly

Refer to this link for more information about transitional words:

https://sun.iwu.edu/~writcent/Transitional.htm

Pronoun Reference

 Observes consistency of pronouns!

Repetition of Keywords

 Repeats words for emphasis and for special purposes!

Parallelism

 shows equal grammatical structure or patter

 expresses clearly ideas which are given in a series

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 HONE YOUR SKILLS!

TASK 1: Fill in and Learn!

Read the informational text below and supply the blanks with the appropriate transitional words.

Then Second Until While Finally

As soon as Next When When First

How to Brush the Teeth Properly

Brushing the teeth properly needs to follow a process.____________(1), apply a thin

strip of toothpaste on your toothbrush. ________________(2), start with the upper left molars
(back teeth) concentrating on the front surface of the tooth; you will be working in a clockwise
direction from there.______________(3) hold the toothbrush parallel to your teeth, and point
bristles in the direction of the tissue, so they are resting slightly below the gum
line.______________(4) doing this, apply slight pressure to the bristles, so they are slightly
bent.______________(5) slight pressure is applied to the bristles, gently move the brush in a
circular motion. ____________(6) brush strokes are complete, roll the bristles away from the
gum tissue in a sweeping direction.

Continue the said steps_____(7) all of the front surfaces of the top and bottom teeth
have been cleaned. Moving on to the inside surfaces of the teeth, repeat steps 2 to 5 for the
upper and lower premolars and molars. _____(8) you are ready to clean the inside surface of
the front teeth, take the tip of the toothbrush, and in a flicking motion, direct the toothbrush from
the gum line down. Do this 2 to 3 times. _____ (9) follow step 8 for the inside and lower front
teeth, but this time, the flick will be directed up, again, away from the gum line. Do this 2 to 3
times. Brush the biting surface of the upper and lower premolars and molars and gently brush
your tongue and inside of your cheeks. _____(10), finish by rinsing with water of mouthwash.
(Source: TheAmericanDentalAssociation-OralHealthTopics)

TASK 2: Test Yourself!

Rewrite the following sentences to make the sentence elements parallel.

1. Katherine has been a waitress, a tour guide and teaching in high school.

___________________________________________________________________
2. We judge others both by their actions and they are saying.

___________________________________________________________________
3. Our professor instructed us to commune with books and that we should do our research on
the subject.

___________________________________________________________________
4. To run in a treadmill is not as exciting as running in the track.

___________________________________________________________________
5. Gabriel is both brilliant and can be independent in doing tasks.

___________________________________________________________________

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 LESSON 3: PROPERTIES OF A WELL-WRITTEN TEXT

- Organization
- Language Use
- Mechanics

Organization

 makes writing effective by providing readers structural framework that guides on what to
have in a text
 helps readers follow complete and logical development of thoughts in a written text
 presents writer’s idea in an organized way: chronological order; spatial or geographical
order; and topical or logical order.

Chronological Spatial/Geographical Topical/Logical

• arranges idea according to • arranges information to how • presents several ideas that
time, either backward or things fit in physical space are interrelated
forward • works well with the modes • works well with the modes
• works well with the modes of description and example of comparison and contrast,
of narration, process, • transitional words like definition, analogy, and
cause and effect above, in front, to the right, classification
• transitional words like first, etc. are used • transitional words like first,
second next, later, etc. are second, also, another, etc.
used are used

Refer to this link below for more information:

https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-written-text-88147656

Language Use

 “Good writing includes a good choice of diction.”

 Uses words that are accurate (right words based on intention) and appropriate (situation)
 Considers tone, style and clarity of writing to communicate effectively:

Concise Language

 Fewest number of words as possible

 Uses short, simple sentences and active verbs
 Get to the point
 Includes what the readers need to know
 Omits excessive adjectives and adverbs
 Eliminates redundant or lengthy words

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 Use these words Instead of…
-Always -At all times
-Now -At this point in time
-Attached -Attached herewith
-Since, because of -Due to the fact that
-Concerning, about -With regard to
-If -In the event that
-Soon -In the near future
-For -For the purpose of
-While -During the times that
-Suddenly -All of a sudden
-Must -It is important that

Concrete Language

 uses concrete rather than abstract words which are ambiguous

 chooses right words that most express meaning or specific words to clarify ideas and
images
 clear, firm and unchanging based on our senses

Example:

X A young working woman will open her business in the near future.

Instead…

A twenty-five year old enterprising woman will open a bakeshop two years from now.

Common Language

 easily understood and recognized by the readers

 used most of the time
 brings the right meaning that you wish to convey which is the same as your readers
vocabulary

Use these words Instead of…

-Start -Commence
-Show -Demonstrate
-Help -Facilitate
-Do -Implement
-Many -Numerous
-Stop -Terminate
-Let -Afford an opportunity

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Precise and Clear Language

 clear and precise word imagery to make one’s writing easier to understand and to follow
 creates a strong mental pictures
 eliminates confusion and wordiness
NOTE: Words can be interpreted in many ways so precise and clear language

Ex:

X We are endeavoring to construct a more inclusive society.

-- We’re going to make a country in which no one is left out.

Refer to this link for more information:

https://studentniche.blogspot.com/2016/08/properties-of-well-written-text.html

MECHANICS

Rules or mechanics that must be considered and remembered when writing:

- Subject-Verb Agreement
- Capitalization
- Punctuations
- Writing Numbers

SUBJECT-VERB AGREEMENT

A. A verb agrees with its subject in person and in number. A singular verb requires
singular verb; a plural verb requires a plural verb.

Examples:

My friend submits his term paper

The spectators are noisy.

NOTE: Pronoun YOU and I are taken as plural subjects; therefore should take plural verbs.

B. Collective nouns are either singular or plural, depending on the context in which they
appear.

 When a group is considered as a unit, the s-form of the verb is used.

Example:

The first year section 10 accountancy students submits the report tomorrow.

 When the members of the group are considered as individuals who act separately, the
simple form of verb is used.
Example:

The crowd leave one by one.

C. The verb agrees with the subject, not with the predicate noun.

Example:

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The objection to the place is the many rebels.

D. Make the verb agree with the subject, not with the complement.

Example:

Often, the result of the conflicts is failing relationship.

E. Know what the relative pronouns in a dependent clause stand for. Make the verb agree
with what is referred by the relative pronoun. Examples of these relative pronouns are
who, which and that.

Examples:

 His father is a doctor who treats my friend. (who stands for doctor)
 The mistakes which remain unforgiven continue to hurt us. (which stands for mistakes)
 Anne is one of the actresses who have beautiful face in showbiz.
 It is you who make me smile.
F. Some nouns are plural in form but singular in meaning. Examples of these are
economics, mathematics, politics, physics, measles, etc.

Example:

The news is alarming.

G. Some nouns are plural in form and in meaning.

Example:

The scissors are sharp enough to cut your hair.

H. Some nouns ending in s may take either an s-form or a simple form. Examples are
statistics and acoustics.

Examples:

Statistics is a required college subject for mathematics.

Statistics show that women live longer than men.

I. For compound subjects joined by either... or, neither…nor, the verb agrees with the
subject nearer it.

Examples:

Either the employees or the manager opens the store everyday.

Neither the host nor the contestants are ready for the show.

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TENSE

 shows the time of action, condition or state of being in relation to the time of speaking or
writing
A. When a sentence express two past actions, which action prior to the other, that priority is
expressed through past perfect tense.

Example:

My friend told me that he had signed the contract.

B. Statements that are permanently true should be expressed in the present tense even in the
reported speech.

Example:

He said that Laguna is 75 kilometers from Manila.

VOICE OF THE VERB

Examples:

Active: The carpenter built the house (The subject carpenter is the doer of the action.)

Passive: The house was built by the carpenter. (The subject house is the receiver of the
action.)

Active: Moviegoers watched the action movie.

Passive: The action movie was watched by the moviegoers.

Example:

Incorrect: Maria sang song while the boogie was danced by Jessie.

Correct: Maria sang song while Jessie danced the boogie.

Note: There should only be one voice of the verb in one sentence. Remember that the
active voice is preferred than the passive.

CAPITALIZATION

A. Capitalize the first word in a sentence.

Example:

There were 50 participants who attended the seminar.

B. Capitalize the pronoun “I”.

Example:

Jess and I are leaving for Bohol in October.

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C. Capitalize proper nouns or the specific names of persons, places, events, things,
organizations.

Example:

The exchange student decided to enroll in Lourdes College.

D. Capitalize the names of God, deities, religious figures and holy books.

(Note: Do not capitalize the non-specific use of the word god.)

Examples:

Maria has not stopped praying to the Lord.

The tribes in the early times worshipped different gods.

E. Capitalize titles preceding names, but not titles that follow names.

Example:

Dr. Jesus Mendoza is the best doctor in town.

Skye was able to interview Mr. Arulag, mayor of the city.

F. Capitalize directions like North, South, etc when used as sections of the country, but
not as compass directions.

Examples:

The family moved to the Northwest.

His house is east of the metro.

G. Capitalize the days of the week, months of the year, and holidays but not season like
spring, winter, autumn, fall.

Example:

Last spring, in the month of March, he received the highest award given to a civilian.

H. Capitalize the first word in the sentence that is a direct quote.

Example:

My father said, “Be humble at all times.”

I. Capitalize acronyms

Example: The SSS pensioners were expecting their pensions to be increased by the new
administration.

J. Capitalize trademarks

Example: Those students prefer Apple than Samsung.

K. Capitalize the first word of the greeting or closing the letter.

Example: Dear Sir: / Respectfully yours,

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 PUNCTUATION

a. Comma (,)

USES EXAMPLES

Separate three or more items I love pink, yellow, red and blue.
Separate adjectives that modify the same noun The tall, slim figure came nearer and nearer.
Separate city and state Quezon City, Metro Manila
Between day and year in a date November 2, 1965
After salutation of a friendly letter Dear Janine,
After complimentary closing Respectfully yours,
Set off name of the person speaking to Lovely, will you be mine forever?

USES EXAMPLES

At the end of a declarative and an imperative Jan’s boyfriend is the most romantic person she has
sentence ever met.
Lend me a hand.
Used after most initials, abbreviations and as a Mr. Reyes
decimal point bldg.
Average grade of 89.75
b. Period (.)

c. Dash (–)

USES EXAMPLES

After an introductory list Butter, flour, milk and eggs– these are what I need
to bake a cake.
Separate elements in a sentence The front door– and no other doors– may be used
by fetchers.
Idea within an idea Morning! – I thought.

d. Ellipsis (…)
USES EXAMPLES

Replaces words that have been left out It was raining hard that afternoon when… and her
knight and shining armor came to her rescue and….
Means more

e. Apostrophe (‘)

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 USES EXAMPLES

Show ownership or possession Kc’s car was a gift from her mother on her 18 th
birthday.

Take place of missing letters in contractions He’s planning to marry his long-time girlfriend.

Form plural of letters and numerals The student got straight A’s in the final examination.

f. Colon (:)

USES EXAMPLES

After salutation of a business letter Dear Sir:

Introduce a list Here are the things we need for the camping: water,
flashlight, first aid kit and snacks.
Between numbers in time 9:45 in the evening
Introduce an important quotation in a report, When interviewed, the manager stated: “Our
essay or news story company’s goal is to satisfy our customers’ needs.

g. Hyphen (-)

USES EXAMPLES

Two-part numbers between twenty-one and ninety- There were thirty-six students in the English club.
nine

Spell out fractions One-fourth of the sales goes to the charity.

h. Semi Colon (;)

USES EXAMPLES

Replace a period if the writer wishes to narrow the Call me tomorrow; your answer might be ready then.
gap between two closely linked sentences

Before words like: Bring any two items; however, sleeping bags and
tents are in short supply.
Namely, however, therefore, that is, i.e, for
example, for instance, etc.

Separate units of as series when one or more of The participants come from PUP, Pasig; FEU,
the units contain commas. Makati; and UP, Diliman.

i. Quotation Marks (“)

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USE EXAMPLES

Set off direct quotation “I hope you can drop by our display room.”, said the
manager.

“Oh, okay!”, she replied.

“Yes”, I said.

WRITING NUMBERS

A. When a number begins a sentence, spell it out

Example: Fifty boxes of mangoes were bought by the restaurant manager.

B. Spell out less than 10.

Example: There were six students who auditioned for the play.

C. Use figures for 10 and above.

Example: Mr. Reyes. Bought 12 roses for his girlfriend.

D. Use figures and cardinal for dates.

Example: The meeting has been rescheduled for August 23.

E. When the numbers apply to the same thing, render the same way.

Example: The customer ordered 6 boxes of condensed milk, 12 boxes of sardines and 8 kilos
of flour.

F. Use figures when numbers need to stand out, even if less than 10.

Example: I have been working as an executive secretary for 9 years now.

G. Spell fractions when used to begin a sentence.

Example: One-fourth of the cake was eaten.

H. Centuries and decades should be spelled out.

Example: The couple love to listen to the music of the seventies.

I. Use the percentage symbol (%) for discounts and interests.

Example: The item was sold at a 15% discount.

HONE YOUR SKILLS!

TASK 3: Think and Pick!

Choose the verb that agrees with the subject of the sentence. Underline the correct answer.

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1. Either the coach or the players (receive, receives) the award.

2. The delegates (arrive, arrives) just in time.

3. You (is, are) simply amazing.

4. The Senate President, including the Senators, (take, takes) a recess.

5. His driver and bodyguard always (stay, stays) on his side.

6. The number he picked (was, were) 8.

7. One-fourth of the proposals (was, were) disapproved.

8. Fifteen percent of the budget (is, are) intended for infrastructure.

9. Joyce and Christine, not Trisha, (facilitate, facilitates) the program.

10. You are the one who (make, makes) me happy.

11. “The Lord of the Rings” (is, are) a series.

12. Someone (brighten, brightens) my every morning.

13. I (am, is) an environmentalist.

14. Arthur (has, have) a new set of socks.

15. Neither Joseph nor Carlo (go, goes) back to Paris.

SELF-CHECK TEST:

I. Read and choose the correct sentence. Underline the letter of your answer.

1. a. ½ of the inventory was ruined in the fire.

b. One-half of the inventory was ruined in the fire.

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 c. 1 half of the inventory was ruined in the fire.

2. a. My friend was able to avail 10 percent discount from him.

b. My friend was able to avail ten % discount from him.

c. My friend was able to avail 10 % discount from him.

3. a. I will meet him on December 14, 2099

b. I will meet him on the 14th of December, 2099.

c. I will meet him on December 14th, 2099

4. a. I love the fashion of the 90’s.

b. I love the fashion of the 90s.

c. I love the fashion of the nineties.

II. Put a comma, hyphen, colon or semi-colon where they are needed in the following sentence.
Take note that a sentence may need two or all the punctuations discussed. Underline your
inserted punctuations.

5. In earlier centuries most composers were employed by churches or noble men.

6. Most students who joined the competition were from Baguio Davao Quezon and Mindanao.

7. Mother’s grocery list included the following butter eggs rice and mayonnaise.

8. My Son Gino who resides in New Zealand is in college.

9. You passed., said the teacher to the student.

10. The rain poured hard however it stopped after an hour.

11. Janine’s siblings’ birthdates are April 3 1957 September 24 1960 and December 30 1970.

12. Let us cook together Luisa.

13. My aunt has a new car she loves driving it.

14. My boyfriend James Pink is the best partner ever.

15. We of course can do the task easily.

MINI PERFORMANCE TASK:

Instructions:

By applying and integrating all the lessons discussed in this module, construct a 3-paragraph
essay (Introduction, Body and Conclusion) about your experiences and how you are coping up
about this Covid-19 Pandemic. Submit your outputs through email.

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In your essay, follow the guide questions below:
1. Considering the pandemic, what are your Covid-19 Quarantine experiences?
2. How are you coping now?
3. What are your insights and realizations on this pandemic?
4. What are you willing to commit to help yourself? Your loved ones? Community?

Format: For Synchronous and Asynchronous Learning

Medium: Encoded
Size: 8x13 (Long)
Font Style: Arial
Font Size: 11
Spacing: Single Space

Format: For Printed and Electronic Modular Learning

Medium: Written
Size: 8x13 (Long)

Essay Rubric:

POINTS FOCUS CONTENT ORGANIZATION STYLE MECHANICS

Sharp, distinct Substantial, Sophisticated Precise, illustrative use Evident control of
controlling specific, and/or arrangement of of a variety of words grammar, spellings,
10 points with illustrative content content with and sentence structures usage and sentence
evidences and demonstrating evident and/or to create consistent formation.
awareness of strong development subtle transitions. writer’s voice and tone
the task. and sophisticated appropriate to the
ideas. reader.
Apparent points Sufficiently Functional Generic use of a variety Sufficient control of
made with developed content arrangement of of words and sentence grammar, spellings,
8 sufficient with adequate content that structures that may or usage and sentence
awareness of elaboration or sustains a logical may not create writer’s formation.
the task. explanation. order with some voice and tone
evidence of appropriate to the
transitions. reader.
No apparent Limited content with Confused or Limited word choice Limited control of
6 points but inadequate inconsistent and control of sentence grammar, spellings,
evidence of a elaboration or arrangement of structures that inhibit usage and sentence
specific topic. explanation. content with or voice and voice and formation.
without attempts tone.
at trans
Minimal Superficial and/or Minimal control ofMinimal variety in word Minimal control of
4 evidence of a minimal content. content choice and minimum grammar, spellings,
topic. arrangement. control of sentence usage and sentence
structures. formation.
https://www.methacton.org/cms/lib/PA01000176/Centricity/Domain/1009/PA%20writing%20assessment%20rubric.doc

INTEGRATION:

a. Ignacian Core/Related Value

Core Value: Faith
Related Values: Communion
Question: What do you call that value of being one with God?

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b. Social Orientation: Learning to Live together
Question: In writing a paragraph, you should consider relationship among ideas and sentences,
now, how can you apply what you have learned in terms of your relationship to God, yourself,
your family, friends, and to all people around you?

c. Lesson across Discipline: Values Education

Question: Did someone hurt you so much? Do you think you should still maintain your
relationship to that person?

d. Faith Biblical Reflection:

“How good and pleasant it is when God’s people live together in unity!” (Psalm 133:1)

Summing up what I learned in my journey through the lessons:

I learned that

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________

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I realized that

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________

I promise to

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________

REFERENCES:

Book Resources:

 Antonio, M; et.al. Reading and Writing Skills for Senior High School Students. Malabon:
Mutya Publishing House, Inc.
 Barrot, J. 2016. Academic Reading & Writing. Quezon: C & E Publishing, Inc.
 Ibona, L; et. al. Headway: Read, Think and Write A Comprehensive Worksheet for
Reading and Writing for Senior High School. Cebu: University of San Carlos Press.
 Padilla, M; et. al. 2017. Read Critically and Write Effectively in School and at Work.
Malabon: Mutya Publishing.Tiongson, M; et. al. 2016. Reading and Writing Skills.
Manila: Rex Printing Company, Inc.

Online Resources:

 https://sun.iwu.edu/~writcent/Transitional.htm
 https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-written-text-
88147656
 https://studentniche.blogspot.com/2016/08/properties-of-well-written-text.html
 https://www.slideshare.net/CieloJajalla/text-as-a-connected-discourse-reading-writing-
82190299
 https://www.slideshare.net/tinelachica04/readinglesson-2-text-as-connected-discourse
 https://www.academia.edu/35344214/Text_as_a_Connected_Discourse
 https://www.coursehero.com/file/38221513/TEXT-AS-A-CONNECTED-DISCOURSE-for-
handoutpptx/

Prepared by:

SHERRY JANE C. BUAL, LPT

20Reading
| P a g e& Writing Skills Teacher
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