Reading and Writing
 Part of a sentence containing a subject and a
Sentence
 Sequence of words whose first word starts with
a capital letter and whose last word is followed
by an end punctuation mark (period/full stop,
question mark, or exclamation mark)
Subject
 All sentences are about something or someone
 The something or someone that the sentence is
about is called the subject of the sentence.
Predicate
 contains information about the someone or
something that is the subject.
 Examples:
— John often comes late to class.
— My friend and I both have a dog named
Spot.
— Many parts of the Asian coastline were
destroyed by a tsunami in 2004.
— Lying on the sofa watching old films is my
favourite hobby.
Subject/Predicate
 Predicate can consist of many words.
Simple subject
 main word in the subject.
 always a noun/pronoun
Simple predicate
 main word in the predicate
 always a verb
Examples: (subject)
— John often comes late to class.
— My friend and I both have a dog named
Spot.
— Many parts of the Asian coastline were
destroyed by a tsunami in 2004.
— Lying on the sofa watching old films is my
favourite hobby.
Examples:
— My teacher speaks a little Russian.
— The young girl with the long black hair fell
from her bike yesterday in heavy rain.
— My friend and I are going on holiday
together this year.
— Your mother or your father must come to
the meeting.
To write strong, clear sentences you must:
 Know who or what you are writing about
(subject).
 Know what you want to say about them or it
(predicate).
Sentences Types
Sentences Types
 Way to categorize sentences is by the clauses
they contain
Clause
predicate.
4 SENTENCE TYPES:
1. Simple Sentences
 Contains a single, independent clause
EXAMPLES:
 I don’t like dogs.
 Our school basketball team lost their last
game of the season 75-68.
 The old hotel opposite the bus station in
the center of the town is probably going
to be torn down at the end of next year.
2. Compound Sentences
 Contains two independent clauses that are
joined by coordinating conjunction.
 for, and, nor, but, or, yet, so
EXAMPLES:
 I don’t like dogs, and my sister doesn’t
like cats.
 You can write on paper, or you can use a
computer.
3. Complex Sentences
 Contains independent clause plus one
dependent clause
 Dependent clause starts with a
subordinating conjunction. (examples:
because, although, where, which, since)
EXAMPLES:
 I don’t like dogs that bark at me
when I go past.
 You can write on paper, although a
computer is better.
 None of the students were injured
when the tree fell through the school
roof.
A dependent clause standing alone without an
independent clause is called a fragment sentence.
4. Compound-Complex Sentences
 Contains 3 or more clauses
 At least two independent and one dependent
EXAMPLES:
 I don’t like dogs, and my sister doesn’t
like cats because they make her sneeze.
 You can write on paper, but using a
computer is better as you can easily
correct your mistakes.
PHRASE STRUCTURE RULES
 Specify the well-formed structures of a sentence
 How phrase are formed is governed by rules
“phrase structure rules.”
 A tree must match the phrase structure rules to
be grammatical
 In ordinary sentences:
 S  NP VP Introduction
NPs  N  Lead or attention getter
VPs  V — First statement in the essay which hook
PPs  P NP the readers
 Transitional statement
Noun phrase can be an article followed by noun — Sentence which links the lead to the
Article followed by a Noun is a Noun Phrase thesis statement
Verb phrase may be a verb followed by noun — Provide background of the topic
phrase, which may be followed by a prepositional  Thesis statement
phrase (may or may not be there) — States the main idea or argument
Paragraph Transitional paragraph
 group of interrelated sentence that talk about  Bridge one paragraph to another
one main idea. Body
 compose of three major parts:  Meat of the essay
— topic sentence  Discusses thesis statement in detail through
— body which consist of supporting detail paragraphs
— closing sentence  Where topic is developed
Essay  Arguments are laid out
 group of paragraph that talk about one central Conclusion
idea  concluding paragraphs begins with the
 more elaborate structure restatement of the thesis statement using a
Topic Sentence different structure and wording to uphold the
 central idea of the paragraph language style.
 It can be a stand or a comment, an objective  Transitional Statement – talks about the
recommendation, benefits of ideas presented or
statement, or a question.
purpose of a writing the essay.
Supporting Detail  Closing Statement – used to wrap up the essay.
 sentence that clarify and prove the main idea PROPERTIES OF A WELL-WRITTEN TEXT
Cohesive Device 1. Unity
 transitional devices, pronouns, or repetition of  archieved when a composition contain one
idea used in order for all of the sentence to be focused idea
linked properly  all supporting ideas are related to main
thought
Closing sentence  without this, text will be confusing
 concludes the presented details 2. Coherence and Cohesion
PARTS OF AN ESSAY  Achieved when ideas are logically, clearly,
I. Introduction and smoothly linked to one another
A. Lead or Attention getter Coherence
B. Transitional statement  occurs when idea are connected at the
C. Thesis statement conceptual or idea level
II. Body Cohesion
A. Major Point 1  connection of idea at the sentence level
1) Minor detail 1  use of pronoun to refrain redundancy
2) Minor detail 2  Use of transitional devices
B. Major Point 2  Repetition of keywords
1) Minor detail 1 3. Organization
2) Minor detail 2  archieved when idea are logically and
C. Major Point 3 accurately arranged
1) Minor detail 1 4. Language Use
2) Minor detail 2  The way language is used is one of the
III. Conclusion clearest indicator of a well written text.
A. Reiteration of thesis statement  It enables the writer to effectively
B. Transitional statement/Reiteration of communicate idea without confusing the
purpose, benefit, and recommendation reader.
C. Closing statement 1) Use clear and concise sentences.
 (average sentence – 18 words long)
2) Avoid redundancies, wordiness, cliché language
3) Avoid excessive use of “there” and “it”
structures.
4) Use precise vocabulary
5) Be consistent with pronoun’s POV
6) Avoid sexist language.
7) Use appropriate level of formality.
 strategy in writing thesis statement
HOW TO WRITE AN EFFECTIVE THESIS
STATEMENT
1. written in a complete sentence with a clearly
stated subject
2. not too narrow or too broad, and it should contain
at least two details. You can try listing the scope of
your topic.

5. Mechanics 3. Avoid an awkward thesis statement which states

 Technical aspect of writing the obvious.
 should not be overlooked when writing. Today, I wiII taIk about The gender of job
how the gender of job appIicants affects the
Oversees Filipino Oversees Filipino
appIicants affects the judgment of empIoyers
Workers (OFWs) help Workers (OFWs) help
judgment of empIoyers when hiring.
raise the country’s raise the country’s
when hiring.
economy, add more economy and promote
revenues, and promote the hospitality of
4. Enumerated details shouId have the same IeveI of
the hospitality of Filipinos
significance. If one of the detaiIs can be cIassified
Filipinos
under another detaiI, you can omit it.
 set of convention on how to spell,
abbreviate, punctuate, and capitalize a
composition.
1) Always use Standard English.
5. It should not an absolute fact, because it will not
2) Avoid contractions
present any central idea that can be developed
3) Avoid exclamation marks unless they are part of
further. It should have a point.
a direct quotation
4) Mention full name of an institution Rizal Park is located in Rizal Park, which is
5) Numbers from zero to ten should be spelled out Manila. located in Manila, is a
while numbers higher than ten should be written reminder of our
in figures. nationalism and
6) Citations are used in academic and formal texts. revolution.
Thesis statements avoid the following:
THESIS STATEMENT first person (I believe, In my opinion,etc.)
 central idea of a muItipIe paragraph composition unclear language (It seems, etc.)
 one sentence summary that guides, controIs and attempting two topics at once (even if theyseem
unifies ideas when writing a paper related). Pick one and stick with it.
 It is often a point you want to argue or support just stating a fact
 thesis is something you plan to make an
Computers as helpful tools in Computers can help a argument about.
teaching and researching. teacher effectively impart thesis statement should contain:
the lesson and research  topic (main idea of what you are writing about)
information  opinion about the topic (what your attitude is
in an essay and is often placed in the toward the topic)
introductory paragraph of an essay. TOPIC SENTENCE
asking a question  guides, controIs and unifies ideas in a
Many events in the In the history of the paragraph
history of the PhiIippines PhiIippines, PeopIe Power I  deveIops one argument of thesis statement
contributed to the changes was one of the major events  either be explicitly(can be pIaced in four
in the country. which changed our country, different Iocations: at the beginning, middIe and
PeopIe Power I invoIved especiaIIy the cuIture, end of the paragraph) or implicitly/ implied
many FiIipinos who wanted structure and poIitics of the topic sentence(not directIy seen in a paragraph)
freedom from martiaIIaw. PhiIippines. stated
PeopIe Power I can be  deveIops the detaiIs in the thesis statement
compared to the revoIution
during the Spanish period, HOW TO WRITE AN EFFECTIVE TOPIC
as it sprang from our SENTENCE
countrymen’s conscious
need for freedom against
tyranny.
1. foIIow the basics aIready discussed in the thesis
statement
 compIete sentence
 no awkward phrases
 shouId not be based in absoIute fact
2. contain one detaiI which is reIated to one of the
detaiIs in the thesis statement
3. not be vary in structure across paragraphs
4. If the composition is one paragraph, topic sentence
shouId be straightforward.
SUPPORTING DETAIL
 Pieces of information necessary to better
understand the main idea.
 Major DetaiIs – directIy support the topic
sentence
 Minor Details – directIy support the major
detaiI.
ACADEMIC AND PROFESSIONAL WRITING
Academic Writing
 Writing to learn
 Writing to show what you Iearned
 Writing to give a gIimpse of how your mind
works.
Professional Writing
 Writing to solve probIems in business
 Writing to propose strategies
 Writing to store vital information
 Writing to negotiate contracts
 “””””” to map out future direction of
company
INVENTIONS
 Identifying purpose for writing
 Understanding the writing assignment
 Gathering ideas (reading as a writer)
 Generating Ideas
 Looking for and studying writing modeIs
 Narrowing down the topic (coming up with a
working thesis)
 Organizing ideas (OutIining)
 Fixing probIems in mechanics
 EvaIuating the fIow of ideas
Proofreading
 Iast rereading to spot mistakes that have been
overIooked in previous revisions
Writing Process
Topic Sentence
 “main idea” in a paragraph
 usually the first sentence of the paragraph
 links the paragraph to the thesis statement
 introduces the content of the paragraph
 indicates the progression of the text
Thesis Statement
 defines the scope and purpose of a paper
 must be arguable
 must be limited enough to allow meaningful
development
 must be focused
Reminders on formal writing:
1. Do not use contractions.
2. Do not use colloquial (much worse, slang)
vocabulary.
3. Avoid using run-on expressions.
4. Do not use rhetorical questions.
5. Place adverbs within verbs.
DIMENSIONS OF ACADEMIC AND
PROFESSIONAL WRITING

COMPOSITION
 OutIining
 Drafting
 Taking notes of sources
 Getting feedback
REVISION
Revising
 tackIing paper from another perspective
 Expanding or Iimiting ideas within the text
 Identifying paper’s weakness and addressing
them
 Reordering, rewriting, or deIeting major
seIections
Editing
 AnaIyzing the paper’s tone and voice

Writing in the Discipline
Types of Academic Writing
• Research Report
• Book and Article Critique
• Literature Review
• Project Proposal
• Position Paper
The Research Report
• expanded paper
• presents interpretations and analysis of a
phenomenon
• based on experiments and/or based on existing
information
• aims to make the reader understand the
phenomenon being studied
• entails laborious work
• requires formal investigation and scientific
inquiry
• structured
The Qualitative Research vs. The Quantitative Research
Quantitative Research
- Confirm a hypothesis
- Uses rigid instruments
- Quantifies variation
- Predicts causal relationship
- Centers on numerical data
- Stable design
- Participant responses does not affect questions
Qualitative Research
- Explores phenomena
- More flexible instruments
- Describes variation
- Describes and explains relationships
- Centers on textual data
- Design subject to change as needed
- Participant responses affect questioning
Four Major Sections
• Title Page
• Abstract
• Main Body
• References
The Main Body
• Introduction
• Methods
• Results
• Discussion
Introduction
• Why is the research important?
• What do we already know? What knowledge do
we already have?
• What is the objective of the study?
• What is our main research question?
Methods
• Context and setting of the study
• Research design
 • Population • In school, it is usually done before writing a
• Sampling strategy research, or to seek permission or fund
Random Convenience Quota allocation for clubs or organizations
Systematic Judgment/Purposive • In businesses, a proposal is written in order to
Stratified Snowball initiate a project.
• Intervention (if applicable) Types of Project Proposal
• Variables for the study  Solicited Internal
• Data collection instruments  Unsolicited Internal
• Data analysis method  Solicited External
Results  Unsolicited External
• Data collection and recruitment The Position paper
• Participants • Presents one’s stand or viewpoint on a
• Key findings which answer the research particular issue
question • State’s one’s arguments and proposed course of
• Secondary findings (if applicable and relevant) action
Discussion
• State the main findings of the study
• Discuss the main result with reference to
previous research
• Discuss policy and practice implications of the
results
• Analyze strengths and limitations of the study
• Offer perspective for future work

The book and article Critique

The Critique
• A relatively short essay that evaluates the
contributions to knowledge of scholarly works
• It is not meant to be an attack on the quality or
the author of the paper being critiqued but an
honest evaluation of its arguments
• It addresses a specific audience
• It must be mistaken for a book review
• It does not just share mere opinions but use
both proofs and logical reasoning to
substantiate opinions
Structure of a Critique
• Introduction
• Summary of the subject
• Critique
• Conclusion
The literature review
The Literature Review
• A survey of available scholarly works on a
specific topic
• Analyzes the links between and among previous
works and also links them to the current paper
• May be written as a stand-alone paper or part
of a research paper
The Project Proposal
• A persuasive paper that proposes a particular
experiment, project, or research topic