Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

Senior High School

11
A Learning Module
in
Reading and Writing
Reading and Thinking Strategies
across Text type
EN11/12RWS-IIIa-1

https://www.vectorstock.com/royalty-free-vector/girls-reading-and-writing-book-vector-10948747

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 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

GRADE 11
English
Quarter 1 – Module 1:
Text as Connected Discourse
EN11/12RWS-IIIa-1

This instructional material was collaboratively developed and reviewed by educators of the Schools
Division of City of Meycauayan particularly the Division Quality Assurance Team (DQAT), school heads,
colleagues, and other stakeholders. We encourage teachers and other education stakeholders to email
their feedback, comments, and recommendations to the Department of Education, Schools Division of
City of Meycauayan at meycauayan.city@deped.gov.ph.

We value your feedback and recommendations.

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 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

Introduction

Doesn’t the act of reading amaze you? The fact that you are able to decipher
the written symbols on this page, get meaning from, and put meaning into
them, is no small wonder.
But reading is not just a matter of knowing what is written in the book. To read
intelligently means you are able to read actively and critically. You do not
understand what the text says and means, but you are able to evaluate its
content. Reading is also an important skill for high school students to master
because many of your requirements in school are reading based. Therefore,
learning how to maximize this skill will be indispensable to your success as a
student.
But have you really considered just how many skills you actually apply
when you read something?

Take a moment and write down on the blanks below as many actions as possible
that can be associated with reading.

_______________ __________________ ___________________ ____________________

______________ __________________ ___________________ _____________________

______________ __________________ _____________________ ______________________

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 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

Warm -Up
Activity No.1
  Choose the letter of the correct answer.
1. Sentences are used in connected stretches of language.
a. Discourse b. Text c. Connected Discourse
2.  It is a formal and lengthy discussion of a topic.
a. Text b. Discourse c. Connected Discourse
3. It is a spoken language that is used in continuous sequence of sounds
like in a conversation.
a. Connected Discourse b. Discourse c. Language
4.  It is characterized by the use of sentences in a text.
a. Communication b. Language c. Connected Discourse
5. It denotes connectionism.

a. Linear sequence b. Sequential Implicativeness c. Super Text

LESSON 1

TEXT AS CONNECTED DISCOURSE

LEARNING OUTCOMES

At the end of the lesson, the student is expected to:

1. Define text;
2. Describe a written text as a connected discourse; and
3. Use transitional words to show connectedness in a discourse.

Text is defined in linguistics as “a stretch of language which is perceived as a

purposeful connected whole. A text may be spoken or written, produced by one person
or more, and is created by text-internal cohesion and text-external coherence.
Similarly, discourse is defined in linguistics as “any stretch of language larger than a
sentence, whether spoken or written, and having a logically consistent and unified
structure (e.g., a book, a glossary entry, a lecture, or a speech. The term is often used
as an equivalent of text (Collins & Hollo,2000).”

Discourse is classified under any of the four forms- exposition, description,

narration, and argumentation, based on the purpose of the language producer
(speaker or writer).

FORMS OF DISCOURSE MEANINGS EXAMPLES

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 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

A form of discourse that A research paper on the

EXPOSITION serves to explain or inform; causes and effects of global
it appeals to the intellect warming; an article on
child labor and child abuse

A form of discourse that A student’s description of

DESCRIPTION serves to describe or state his ideal teacher; a writer’s
the qualities or description of a locale he
characteristics of has recently visited; a
something/someone; it descriptive article on a
appeals to the senses festive celebration of a
(visual-sight; town’s patron saint
tactile/tactual-touch
auditory-hearing;
olfactory-smell;
gustatory-taste;
kinesthetic-movement;
and thermal-heat)

A form of discourse that A narrative account of a

NARRATION serves to narrate or tell a
story; it appeals to the
emotions
A form of discourse that
ARGUMENTATION serves to argue (to cite
reasons for or against a
proposition) or to persuade
( to let the audience change
his mind (to convince)
and/or take an action ( to
actuate)
student’s near-death
experience; a fictive story
about an encounter with a
supernatural being
An essay expounding on
the retention or
cancellation/cessation of
the visiting forces
agreement; a commercial
advertisement ( print ad )
endorsing a student’s
“manufactured” product.

Connected discourse is “a continuous sequence of sounds forming utterances or

conversations in spoken language. Analysis of connected speech shows sound
changes affecting linguistics units traditionally described as phrases, word, lexemes,
morphemes, syllables, phonemes, or phones. The words are modified by those rules
will sound differently in connected speech than in citation form (canonical form or
isolation form).”
(http://en.wikipedia,org/wiki/Connected_discourse)

 The change or shift in topic is simply marked by transitional words.

 In the same manner, transitional devices are used to show the
relationship or connection between ideas in sentences and paragraphs

EXAMPLES OF TRANSITIONAL WORDS EXAMPLES

OF TRANSITIONAL WORDS:

AMPLIFYING WORDS

ADDITIVE WORDS -As, for example, for instance,

in fact, like, specifically,
-And, also, besides, moreover, particularly, such as, that is, to
Furthermore, in addition, too illustrate

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 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

CONTRASTIVE and CHANGE

WORDS EMPHASIZING WORDS

-but, however, in spite of, even though, -above all, indeed, more important,
on the contrary , on the other hand, more importantly, of course
whereas, while, yet

CONSEQUENTIAL WORDS SEQUENTIAL WORDS

-therefore, hence, thus, as a result, -finally,first,firstly, second,
as a consequence, then, so, secondly, third, thirdly, last, lastly,
consequently, accordingly then

With the use of these transitional words and similar devices, a written discourse or
text is shown as a connected discourse.

Explore

WRITING ACTIVITY
Observing text as a connected discourse, write a three paragraph speech
on how you value education.

RUBRIC FOR ASSESMENT

INTRODUCTION Well-developed Introduction creates Introduction Background details are a

/ introduction interest. Sufficient adequately random collection of
CONCLUSION engages the reader background explains the information, unclear, or
and creates interest. information is background, not related to the topic.
Contains detailed provided. Thesis but may lack Thesis is vague or
background clearly states the detail.  Thesis unclear.
information. Thesis position or belief. states the Conclusion does not
clearly states a Conclusion position or summarize main points
significant and effectively belief.
compelling position summarizes topics. Conclusion is
or belief. recognizable
Conclusion and ties up
effectively wraps up almost all
and goes beyond loose ends.
restating the thesis.
MAIN The main idea or a The main idea can be The main idea More than one of the
POINTS/BODY thesis statement is identified. The writer can be following problems may
PARAGRAPHS clearly defined. shares relevant identified. The be evident: The main
There may be more information, facts writer shares idea is not identifiable.

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 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

than one key point. and experiences.  some The writer shares some
Appropriate relevant There is a clear information, information, but it is
information and distinction between facts and limited or unclear.
details are shared general observations experiences, Details are missing or
from a variety of and specifics.  but may show repetitious.
sources including Supporting details problems
personal are relevant and going from
experiences, explain the main general
observations, and idea observations
prior knowledge. to specifics.
Supporting details Stronger
are accurate, support and
relevant, and helpful greater
in clarifying the attention to
main idea(s). details would
strengthen
this paper
ORGANIZATION Logical progression Logical progression Organization No discernable
Structure of ideas with a clear of ideas.  Transitions is clear. organization. 
Transitions structure that are present equally Transitions Transitions are not
enhances the throughout essay. are present. present. Connections
thesis.  Transitions between ideas seem
are mature and confusing or incomplete.
graceful.
STYLE  The paper is honest Writer's voice Writer's voice Writing is confusing,
Writer’s Voice, and enthusiastic. is consistent and may emerge hard to follow.  Language
Audience The language is strong.  The writer is strongly on is vague.  No audience
Awareness, natural yet thought- aware of an occasion, then awareness.  No variety in
provoking. It brings audience. The reader retreat behind sentence structure
the topic to life. The is informed and general,
reader feels a strong remains engaged. vague,
sense of interaction Sentences have tentative, or
with the writer and varied structure. abstract
senses the person language. The
behind the words. writer is
Writing is smooth, aware of an
skillful, and audience.
coherent.  The reader is
Sentences are informed, but
strong and must work at
expressive with remaining
varied structure engaged.
Sentence
structure
shows some
variety
MECHANICS Punctuation, Punctuation, A few errors in Distracting errors in
Spelling, spelling, spelling, punctuation, punctuation, spelling,
punctuation, capitalization is capitalization is spelling, capitalization.
capitalization correct.  No errors generally correct, capitalization.
with few errors. (1-2) (3-4)

Introduction/Conclusion _______ Grade Equivalent (15 points

                   Main Points _______maximum):
                Organization  _______ A =  13 - 15 points
                             Style _______
B =  10 - 12 points
                    Mechanics _______ C =  7 - 9 points
D =  4 - 6 points
Total Points ______ = grade of ______ F =  0 - 3

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 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

Apply What you have Learned

ORAL ACTIVITY
Deliver the three-paragraph speech you prepared for the writing activity

RUBRIC FOR ASSESMENT:

100-Excellent 90-Good 80-Fair 75-Needs

Improvement
Delivery Speaks with Speaks with Speaks in Speaks in low
fluctuation in satisfactory uneven volume and/
volume and variation of volume with or
inflection to volume and little or no monotonous
maintain inflection inflection tone, which
audience interest causes
and emphasize audience to
key points disengage
Content/ Provides clear Has somewhat Attempts to Does not
Organization purpose and clear purpose define clearly define
subject; pertinent and subject; purpose and subject and
examples, facts, some subject; purpose;
and/or statistics; examples, provides weak provides weak
supports facts, and/or examples, or no support
conclusions/idea statistics thatfacts, and/ or of subject;
s with evidence support the statistics, gives
subject; which do not insufficient
includes some adequately support for
data or support the ideas or
evidence that subject; conclusions
supports includes very
conclusions thin data or
evidence
Enthusiasm/ Demonstrates • Shows some • Shows little • Shows no
Audience strong enthusiastic or mixed interest in
Awareness enthusiasm about feelings about feelings about topic
topic during topic the topic presented
entire • Raises being • Fails to
presentation audience presented increase
-Significantly understanding • Raises audience
increases and audience understanding
audience awareness of understandin of knowledge
understanding most points g and of topic
and knowledge of knowledge of
topic; convinces some points
an audience to
recognize the
validity and

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 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

importance of the
subject

As we have discussed in the module, if we speak of Text as Connected

Discourse, we will be dragging in two interrelated concepts – the text and
the discourse. The understanding of the text requires an understanding of the
discourse. As defined, discourse is the expression of ideas that a person can think
of. I want that pair of shoes as a sample sentence gives us an idea that someone
wants a particular pair of shoes; this idea is considered a discourse. In addition, the
ideas in discourse may spark responses or may provoke an action.
In terms of text, it refers to the sum of the discourses. When we link the
discourses together, it makes up a large unit of written language we call a text. A text
shall have the following characteristics (M. Jorgensen & L. Phillips, 2002):
1. Cohesion – the connection of ideas at the sentence level.
2. Coherence – the connection of ideas at the paragraph level.
3. Intentionality – dwells into the purpose of the author/writer.
4. Informativity – the quantity of new information in the text.
5. Acceptability – how factual the pieces of information are. 
6. Situationality – the socio-cultural appropriateness of the text. Is it appropriate
or acceptable to the target reader?
7. Intertextuality – the connection of the succeeding discourse to the previous
one. It also talks about the existence of the succeeding text because of the previous
one.

Check Your Progress

IDENTIFICATION
1.___________ it is defined in linguistics as “any stretch of language larger than a
sentence, whether spoken or written, and having a logically consistent and unified
structure (e.g., a book, a glossary entry, a lecture, or a speech.
2.___________it is the connection of the succeeding discourse to the previous one. It
also talks about the existence of the succeeding text because of the previous one.

3.___________ it is the socio-cultural appropriateness of the text

4.___________ it is how factual the pieces of information are. 

5.___________ it is the quantity of new information in the text.

6.___________it dwells into the purpose of the author/writer.

7.___________it is defined in linguistics as “a stretch of language which is perceived as

a purposeful connected whole.

8.___________ it is a form of discourse that serves to describe or state the qualities or

characteristics of something/someone

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 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

9.___________ it is a form of discourse that serves to argue (to cite reasons for or
against a proposition) or to persuade (to let the audience change his mind (to
convince) and/or take an action (to actuate)

10.__________ it is a form of discourse that serves to narrate or tell a story; it appeals

to the emotions.

References:

Menoy,Jesus Z. and Constantino Guia F. Reading and Writing,

Mandaluyong City: Books Atbp. Publishing Corporation,2016.

Online Sources:

https://www.mesacc.edu/~paoih30491/RubricNameEssay.html

https://elcomblus.com/text-as-connected-discourse/

https://www.google.com/search?q=check+clipart

https://www.google.com/search?q=facebook+emoji&tbm=isch&hl=en&chips
=q:faces+reactions+angry+facebook+emoji,g_1

About the Author

Katrina F. Capambi is a graduate of Bachelor of Science

in Secondary Education Major in English from Meycauayan
College in 2015. She passed the Licensure Examination for
Teachers in 2015 and she was a former moderator in
Meycauayan College namely Ingat Subli, an Araling
Panlipunan Club and Meycauayan College Volunteers
where she could extend help for underprivileged people. On
top of that, she had been a Senior High School teacher for
3 consecutive years in Meycauayan College and is now
continuing to teach the Senior High School students in
Meycauayan National Highschool

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 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of City of Meycauayan
MEYCAUAYAN NATIONAL HIGH SCHOOL
Camalig, City of Meycauayan, Bulacan

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