READING and 1.
Expose Yourself to New Things
WRITING
SKILLS
R
eading is the process of looking at a series of written
symbols and getting meaning from them. When we
read, we use our eyes to receive written symbols
(letters, punctuation marks and spaces) and we use our brain to
convert them into words, sentences and paragraphs that
communicate something to us.
Reading is a complex cognitive process of decoding
symbols in order to construct or derive meaning (reading
comprehension). Reading is a means of language acquisition, of
communication, and of sharing information and ideas. Like all
languages, it is a complex interaction between the text and the
reader which is shaped by the reader’s prior knowledge,
experiences, attitude, and language community which is
culturally and socially situated. The reading process requires
continuous practice, development, and refinement. In addition,
reading requires creativity and critical analysis.
Reading literacy is the ability to use the symbols of a
writing system. It is the ability to interpret what the information
symbols represent, and to be able to re-create those same
symbols so that others can derive the same meaning. Illiteracy is
not having the ability to derive meaning from the symbols used
in a writing system.
IMPORTANCE OF READING
Through reading, you expose yourself to new things, new
information, new ways to solve a problem, and new ways to
achieve one thing. Who knows – you might find your new
hobbies within it. Exploration begins from reading and
understanding.
2. Self Improvement
Through reading, you begin understand the world more.
Through reading, you begin to have a greater understanding on
a topic that interest you; for example: how to build self
confidence, how to make plan better before taking action, how
to memorize things better and more.
3. Improve Understanding
The more you read, the more you understand one thing: the
A to Z of a thing. Let me give an example here: reading allows
you learn more about crocodiles and their habits. That you need
to be aware of places it usually lurks for, the purpose of staying
away from being harmed or bitten.
4. Preparation to Action
Reading is an essential way which can help you out. In today’s
world, getting reviews and feedback from other people can
make a big impact on your next decision, and the pros and cons
of each choice. Read about how to cook a meal; how to play
chess; which place is nice for the holiday family trip; read the
menu before ordering food, read the manual before using a new
gadget. These all can help you become more prepared before
you really get into it.
5. Gain Experience from Other People
When you are reading, you are actually gaining the knowledge
and experience of someone. It can hasten your success towards
a goal, as you don’t need to repeat the same mistake while
focusing on the right path in achieving one thing. It’s like a
mountain of gems for you to discover in books, which contain
people’s successes, failures and advice.

6. Tools of Communicating
Through reading, you build a more solid foundation for
communication. It is one of the most important tools we use
every day to connect with each other. Whereas if you don’t
read, you can’t even connect with the world and what people
are talking about out there, including understanding what this
article is all about. Reading connects you with the world.

7. Connecting Your Brain

When reading, you’re in full silence
because reading connects directly to
your brain. In silence, you seek for
more; in silence, your brain is clear
and focuses. Thus, you learn and
grow, and therefore you feel and see
from the point of view of the author about everything in life.
Hence you shape a better self.

8. Boost Imagination and Creativity

Reading exposes you to a world of imagination, showing you
nothing is impossible in this world. By reading, you are
exploring a different angle to see a thing you’ve known, on how
different action leads to different results. Books are beyond
imagination. It’s like a huge spider web, where you keep linking
to more and more to things you knew, and things you just learn,
structuring new solutions and answers.

TECHNIQUES IN SELECTING AND

ORGANIZING INFORMATION
 BRAINSTORMING organizer guides the learner’s thinking as they fill in and build
– one of the better and more popular methods of discovering upon a visual map or diagram. They are also informally used as
your writing topic. All you need to do is begin at the top of a a term to describe all visual learning strategies such as concept
sheet paper and list down everything that comes into your mind mapping, webbing, mind mapping, and more.
as fast as you can for a certain amount of time (say, five TYPES OF GRAPHIC ORGANIZERS
minutes, for example). The aim of the brainstoring exercise is
not to produce a logical flow of ideas but to provide yourself 1. With STORYBOARD templates, you get a visual organizer
with as many choices for your topic as possible. which helps students
work together on
Example of Brainstorming List: writing to understand
 Southeast Asia  Hatred of Science and and remember the story
 Superheroes: Iron Man, Math better. It’s great for
Captain America, Hulk  Jose Rizal dying at Luneta discussing story
 Eating halo-halo on April Park structures and exploring
Morning  Basketball is better than the varied ways in
 White Beaches in Boracay volleyball which the author works
 Taylor Swift, Demi  K to 12 Education in with time.
Lovato, Miley Cyrus Philippine High Schools 2. KWL CHART (‘Know-Wonder-Learn’) – is divided into
 Patintero  Defense of the Ancients II three columns. The first column, 'K', is to note down the
 The Parable of the (DOTA II) points for what the students already know about a topic
Prodigal Son  Life in Outer Space before reading. The next column, 'W', is for students to list
 Buying my first ever  Grandparents who live in what they want to learn
cellphone Ilocos Norte about the topic before
 Fear of cockroaches  Tikbalang reading. The last
column, 'L', is for what
After listing all your ideas, browse through them and the students learned
pick the one that best appeals to you, or the one you know best. about the topic from the
You will be surprised at how broad your selection of topics can reading.
be, about how much you actually already knew. You can also 3. VENN DIAGRAM is a
try to connect your ideas, and see what meaning you can create. tool that shows all
possible logical relations
GRAPHIC ORGANIZER between a finite
collection of sets. From
A graphic organizer is a visual display that demonstrates the classroom to the
relationships between facts, concepts or ideas. A graphic boardroom, a venn
 diagram graphic organizer is something that can be regarded
as being a useful tool.

6. In CLUSTER/ WORD WEB

4. MIND MAP is a versatile tool which is widely used by CHART, the students are
students for note taking, expected to write the topic in
brainstorming, studying, discussion in the centre circle
memorizing, planning and and the details in the smaller
structuring information. surrounding circles.
The truth is that, mind
maps help clarify students'
ideas in pretty much
anything. 7. ISP Chart (Information- Sources-Page) This chart would
come in handy for students who are trying to compile the
5. PERSUASION MAP is quite an effective tool which list of references for any project or thesis they are working
assists students map out their arguments for a persuasive on.
debate or essay.

8. The FISHBONE DIAGRAM identifies many possible

causes for an effect or problem. It can be used to structure a
brainstorming session. It immediately sorts ideas into useful
categories.
 TOPIC OUTLINE SENTENCE OUTLINE

A sentence outline does all of this, plus it shows exactly

Topic outline arranges your ideas hierarchically
(showing which are main and which are sub-points), in the
sequence you want, and shows what you will talk about. As the
name implies, it identifies all the little mini-topics that your
paper will comprise, and shows how they relate.
what you will say about each mini-topic. Each sentence, instead
of simply identifying a mini-topic, is like a mini-thesis
statement about that mini-topic. It expresses the specific and
complete idea that that section of the paper will cover as part of
proving the overall thesis.

I. Family Problems
NEGATIVE EFFECTS OF DIVORCE ON ADOLESCENTS
A. Custodial: Non-custodial Conflicts
I. When family conflicts arise as a result of divorce, adolescents suffer.
B. Extended Family
A. During the first year, these young people may be depressed due to
C. Adolescent's Age conflicts between the custodial and non-custodial parents.
B. Grandparents, aunts, and uncles are often restricted by visitation
II. Economic Problems provisions.
C. Almost without exception, adolescents find divorce very painful,
A. Child Support but they react in differing degrees depending on their age.
II. Some of the most negative effects on adolescents may be associated
B. Women's Job Training with economic problems.
C. Lower Standard of Living A. The family will most probably experience a lower standard of
living due to the cost of maintaining two households.
D. Possible Relocation B. Some female custodial parents have poor job skills and must train
before entering the job market.
1. Poorer Neighborhood C. The lower standard of living may result in misunderstanding and
conflicts within the family.
2. New School D. The decreased standard of living, particularly for an untrained
female custodial parent, often causes relocation.
III. Peer Problems
1. The family may have to move to a poorer neighborhood in
A. Loss of Friends order to cut costs.
2. As a result, the adolescent may have to attend a different
B. Relationships with Dates school.
III. Adolescents from divorced families often experience peer problems.
A. Due to relocation and prejudice, adolescents may
lose friends.
 B. The lack of a solid relationship with both parents
affects an adolescent's attitude toward the opposite
sex.
RHETORICAL MODES OF WRITING
A rhetorical mode is a strategy--a way or method of
presenting a subject—through writing or speech. Some of the
better known rhetorical modes are, for example, "argument" and
"cause and effect." There are literally dozens, perhaps
hundreds, of strategies or methods for presenting subjects;
however, the modes are among the most basic.
NARRATION
"Narration" or a "narrative" provides details of what
happened. It is almost like a list of events in the order that they
happened, except that it is written in paragraph form. A
narration or narrative doesn't have to show any cause and effect;
it only needs to show what happened in the order that it
happened. History books are filled with narrations. For
example, if I were to describe the visit of the Pope to Denver in
1993, I would use his itinerary and give details of each major
event in that visit. If I were writing a book about it, I would give
details of many of the more interesting minor events as well. I
would do this in the order in which they occurred: first the Pope
did this, then he did that, and then he did a third thing.
As with other rhetorical modes, narration often is used
in a context shorter than an entire paper. More commonly, you
may need to explain a sequence of events, event by event, in
just a paragraph or two when you are writing a longer paper for
some other purpose: if you need to give a long example of one
or two paragraphs, this example might, perhaps, be in story
form--in the order in which events happened. This would be a
short narration. Any other time as well that you write about
events in the order in which they happened, you are using
narration.
DESCRIPTION
"Description" means "illustrative detail." A description
paper often takes a person or object and then describes that
person or thing in great illustrative detail. For example, a
description paper about a close friend might describe his or her
appearance, her actions, and her personality, both through direct
descriptive words--like paintings of her in different situations--
and through stories or vignettes showing him in action. It is
important to e thorough--to provide plenty of details. Often it is
helpful to use one or more plans or systems of description. One
typical plan is to move in a specific direction: e.g., from head to
foot when describing a person, or perhaps clockwise when
describing a room or place. The exact direction or order does
not matter as long as you are consistent. Another system is to
use the five senses to describe; still another, is to use the five
W's of journalism by answering the questions "Who, What,
Where, When, and Why or How?" When you describe a subject
that moves--a person or moving object--it is wise to describe
not only its appearance when standing still, but also its
movement. In fact, whenever you write a description paper, it
is wise to include as much action as possible: to make your
readers see a movie whenever possible, and not just a painting
or drawing.
This rhetorical mode is very common in shorter form, as
well. When someone writes a story, for example, whether he or
she is a famous story writer or a simple school child, he will use
two main rhetorical modes: narration (the giving of a series of
events, as above) and description. Even business reports must
sometimes use description to provide an accurate and full
account of the appearance of something. Description plays an
especially important part in the teaching of writing, as writing
instructors usually want their students to learn to write in great
detail--the more specifics, the better.
DEFINITION
This section describes how to start an "extended
definition." An extended definition simply defines a subject in
a fuller or more extended--more thorough--way than does a
dictionary. Typically an extended definition has a brief
introductory paragraph of a few sentences, a body of one or
several paragraphs, and a brief concluding paragraph. Assume,
when you write an extended definition, that you are defining
something for a student or perhaps a foreigner who never has
heard the term before.
To write an extended definition, start with an
introductory paragraph first. Write it in just two or three
sentences as if it were a dictionary definition. A good
dictionary definition has the following parts:
1. the exact term (the who or what) being defined,
2. its classification--the class or group of people, events,
or things to which it belongs, and
3. a brief summarizing description of the term.
Definition is a rhetorical mode that can be used in
something smaller or shorter than a full paper. You can use
extended definition for several paragraphs only in a paper of
much greater length. You also can add to a paper a one-
paragraph definition--like a brief encyclopedia definition. And
you can use a short definition, dictionary style, in many types of
writing situations that call for just a sentence or two of
definition.
EXEMPLIFICATION
"Exemplification" means "the giving of an example." An
exemplification paper usually starts with a main idea, belief, or
opinion--something abstract--and then gives one extended
example or a series of shorter examples to illustrate that main
idea. In fact, an exemplification paper is a paper that illustrates
an abstract idea. For example, if I wished to write an
exemplification paper about "The Opposite Sex--Problems and
Pleasures" (as a man or as a woman), there might be two ways I
could go about this. One would be, after introducing my general
idea, to tell several little stories about--give examples of--how
the opposite sex can be both a problem to deal with and a
pleasure to be with.
A typical short exemplification paper is written like
most of the other rhetorical-modes paper. It usually starts with
a single introductory paragraph that briefly defines your subject
and states what you will do in the paper--exemplify. Then there
are one or two to many paragraphs offering one or more
extended examples of your subject. Finally, there is a brief
closing paragraph restating what your subject is and offering
some kind of final brief, strong example or some other kind of
interesting ending. Your audience is anyone who might only
have a partial understanding of the subject and to whom an
example would be helpful: in fact, you choose your examples
partly by deciding what the audience will easily understand.
Shorter versions of this rhetorical mode exist, as do the
others, within the space of a few paragraphs, one paragraph, or
even as part of a larger paragraph. Exemplification simply
means to give an example of a subject, and it is possible to do
this in as little as a sentence.
COMPARISON / CONTRAST
"Comparison/contrast" means to show how subjects are
alike and/or different. A simple comparison/contrast paper often
has two subjects and describes how they are alike and then how
they differ. For example, a comparison/contrast paper on two
forms of weekend entertainment, camping and dancing, might
first give details on how both can involve physical skills,
friends, and enjoying sounds and sights; then the paper might
give details of how camping and popular dancing differ in that
one happens in nature and the other in the midst of civilization,
one usually is slow and quiet and the other often fast and loud,
and one peaceful while the other is rousing.
In academic writing, comparison/contrast writing
sometimes is used to show how two related viewpoints--two
ideas or opinions--can be similar but different: for example, in
the abortion controversy, some people believe that abortions are
wrong; others believe that artificial birth control is wrong.
These two positions are similar, but they also are different--
leading to different arguments and different results at times.
Comparison/contrast also can be useful in analyzing an author's
argument by comparing it to someone else's argument (yours or
another author's), showing points of similarity and points of
difference.
Comparison and contrast both are commonly used in
short form in many other types of papers, too. For example,
you must use comparison and contrast to define something (see
"Extended Definition": you show what the subject is like; then
you show how it differs or contrasts from others like it). You
also use comparison anytime you explain that something is
"like" something else; likewise, you use contrast whenever you
want to show how something is different.
CAUSE AND EFFECT
"Cause and effect" simply means that you start with a
subject (an event, person, or object) and then show the causes
(reasons) for it, and/or the effects (results) of it. "Cause" means
the reasons why or for something, or the source of something.
"Effects" simply are results or outcomes. Cause-and-
effect writing shows a chain of connected events, each the
logical result of the one before it. A simple cause-and-effect
paper discusses the chain of events related to a person, event, or
object, showing what are the causes and what are the results.
For example, a paper about a solar car might describe how it
came to be built by an inventor and how he first became
interested in solar cars (the causes), and what the results of this
solar car might be--how its existence might lead people to take
energy efficiency and environmental concerns more seriously
and even lead to mass-produced solar cars (effects or results).
Typically a cause-and-effect paper has an introductory
paragraph defining or clarifying the subject itself, and stating
the nature of the paper (i.e., that your paper is a cause-and-
effect paper); a body of several to many paragraphs; and a brief
concluding paragraph. Assume, when you write a cause-and-
effect paper, that you are explaining events to someone who
may know a little about them but never has heard the entire
story of how the events are linked by logical cause and effect.
At the end of your cause-and-effect paper, add a final,
concluding paragraph. It should summarize, very briefly, the
most important cause and effect concerning your subject. And
it might offer a final interesting thought or two about the
subject.
given for the opinion. Argument is one of the most basic forms
of human thinking. When you use argument, you rise above the
mere offering of a personal opinion precisely because an
argument requires supporting reasons, preferably with specific
supporting details, to justify the position you are taking.

ARGUMENT

An "argument" is, simply, an educated guess or opinion,

not a simple fact. It is something debatable: "Men have walked
on the moon" is a fact, but "People will walk on Venus in the
next ten years" is an opinion. Anything that reasonably can be
debated is an argument. A simple argument paper usually
presents a debatable opinion and then offers supports in favor of
it, or sometimes an argument paper will discuss both sides of an
issue and then give good reasons for choosing one side over the
other. For example, a paper about space flight might argue that
humans should not spend large sums of money in sending
people into space. The paper might then argue that three good
reasons this is true is that there are many poor on our planet, on
whom our resources should be spent, that space flight is not as
enlightening for humankind as increasing literacy or cultural
awareness, and that most of he money being spent on space is
for military purposes, which is useless. Another type of
argument paper might ask the main idea as a question: "Should
the human race spend large sums of money to send people into
space?" Then it might argue both sides thoroughly and, finally,
choose one side and give strong reasons why this side is best.

As with all the other modes, argument is a thinking

pattern or skill that is used in a number of types of college
papers in shorter form. You will find it in any sentence,
paragraph, or section of a paper in which an opinion is
expressed, especially when one or more supporting reasons are

PROPERTIES OF A WELL-WRITTEN TEXT
1. Clarity and focus: In good writing, everything makes
sense and readers don’t get lost or have to reread passages
to figure out what’s going on. Focused writing sticks with
the plot or core idea without running off on too many
tangents.
2. Organization: A well organized piece of writing is not
only clear, it’s presented in a way that is logical and
aesthetically pleasing. You can tell non-linear stories or
place your thesis at the end of an essay and get away with
it as long as your scenes or ideas are well ordered.
3. Ideas and themes:  For a piece of writing to be
considered well crafted, it has to contain clearly
identifiable ideas and themes.
4. Voice: This is what sets you apart from all other writers.
It’s your unique way of stringing words together,
formulating ideas, and relating scenes or images to the
reader.
5. Language (word choice): We writers can never
underestimate or fail to appreciate our most valuable tools:
words. Good writing includes precise and accurate word
choices and well crafted sentences.
6. Grammar and style: Many writers would wish this one
away, but for a piece of writing to be considered good (let
alone great), it has to follow the rules of grammar (and
break those rules only when there’s a good reason). Style is
also important in ensuring that a piece of writing is clear
and consistent.
7. Credibility or believability: Nothing says bad writing
like getting the facts wrong or misrepresenting oneself. In
fiction, the story must be believable (even if it’s
impossible), and in nonfiction, accurate research can make
or break a writer.
CRITICAL READING
Critical reading is a form of language analysis that does
not take the given text at face value, but involves a deeper
examination of the claims put forth as well as the supporting
points and possible counterarguments. The ability to reinterpret
and reconstruct for improved clarity and readability is also a
component of critical reading. The identification of possible
ambiguities and flaws in the author's reasoning, in addition to
the ability to address them comprehensively, are essential to this
process. Critical reading, much like academic writing, requires
the linkage of evidential points to corresponding arguments.
TYPES OF CLAIM
1. Claims of Fact. (existence of something/definition or
classification/facts -- inferences about past present or future)
 Claims of fact must be specific as to time, place, people
involved, and situation.
 Can you investigate your claim of fact through original
research such as interviews or field work? If it is a text,
how thoroughly, closely and critically can you read it to
determine its flaws and strengths?
 Using descriptive and analytical writing, explore every
angle of your problem, or claim of fact, to assess its level
of truth.
 By limiting the scope of your study through specific claims
of fact, you may avoid logical fallacies.
 Write down at least one counterclaim to your claim of fact.
 Be aware of fallacies of relevance, presumption, and
ambiguity that may color your and your opponent’s
arguments.
Types of factual claims (generally "objective")
a. Factual / historical
b. Relational - causal connections
c. Predictive
PROOF REQUIRES:
a. sufficient and appropriate grounds
 reliable authority
 recent data
 accurate, typical data
 clearly defined terms -no loaded language
b. a clear distinction between fact and inference.
2. Claims of Value (taste & morals / good-bad) [make value
judgments/ resolve conflict between values/ quasi policy
(rightness of it; relative merit)]
 Claims of value involve judgments, appraisals, and
evaluations.
 Everyone has a bias of sorts, often embedded in social,
religious, and/or cultural values.
 When you “fight” with friends and colleagues over
intellectual issues, you are usually debating claims of
value.
 What are the competing values around this topic?
 Has the value been properly applied to the claim of fact?
PROOF REQUIRES:
a. Establishing standards of evaluation (i.e. a warrant
that defines what constitutes instances of the relevant
value)
b. Note the priority of the value in this instance.
c. Establish the advantage (practical or moral) of your
standards.
d. Use examples to clarify abstract values
e. Use credible authorities for support. 
3. Claims of Policy (action / should or ought) - usually
involves sub-claims of fact and value.
 Claims of policy typically provide a solution or another
series of questions in response to the claims of fact.
 Claims of policy are often procedural, organized plans.
 A counterclaim of policy posits that the problem exists,
it’s good to solve it a certain way, but there is a better
solution than the one you have proposed.
 In medicine, claims of policy debate the best treatment
for a certain condition.
PROOF REQUIRES:
a. Making proposed action clear
b. need (justification)
c. plan, (must be workable)
d. benefit (advantages)
e. consider opposition / counter arguments
CONTEXT OF TEXT DEVELOPMENT
1. HYPERTEXT
It is a nonlinear way of showing information. It connects
topics on a screen to related information, graphics, videos, and
music – information is not simply related to text. This
information appears as links and usually accessed by clicking.
The reader can jump to more information about a topic, which
in turn may have more links. This opens up the reader to wider
horizon of information or to a new direction.
A reader can skim through sections of a text, freely jumping
from one part to another depending on what aspect of the text
interests him/her. Thus, in reading with hypertext, you are given
more flexibility and personalization because you get to select
the order in which you read the text and focus on
informationtaht is relevant to your background and interests.
Therefore, you create your own meaning out of material.
For example, you are doing research about the
Philippine eagle. A quick Google search would lead you to a
Wikipedia article on it. While reading about the Philippin eagle,
you will also encounter links to its conservation status. This
may lead you to more information about conservation efforts.
However, if you were interested in the appearance of the
Philippine eagle because you wantedto sketch it for your art
class, the same page would provide its physical description and
even give you links to pictures and videos of the Philippine
eagle.
2. INTERTEXTUALITY
Intertextuality is the shaping of a text's meaning by
another text. Intertextual figures include: allusion, quotation,
calque, plagiarism, translation, pastiche and parody.
Intertextuality is a literary device that creates an
‘interrelationship between texts’ and generates related
understanding in separate works (“Intertextuality”, 2015). These
references are made to influence that reader and add layers of
depth to a text, based on the readers’ prior knowledge and
understanding. Intertextuality is a literary discourse strategy
(Gadavanij, n.d.) utilised by writers in novels, poetry, theatre
and even in non-written texts (such as performances and digital
media).
Examples of intertextuality are an author’s borrowing
and transformation of a prior text, and a reader’s referencing of
one text in reading another.
Intertextuality does not require citing or referencing
punctuation (such as quotation marks) and is often mistaken for
plagiarism (Ivanic, 1998). Intertextuality can be produced in
texts using a variety of functions including allusion, quotation
and referencing (Hebel, 1989). However, intertextuality is not
always intentional and can be utilised inadvertently. As
philosopher William Irwin wrote, the term “has come to have
almost as many meanings as users, from those faithful to
Kristeva’s original vision to those who simply use it as a stylish
way of talking about allusion and influence.”
Intertexts need not be simply "literary"--historical and
social determinants are themselves signifying practices which
transform and inflect literary practices. (Consider, for example,
the influence of the capitalist mode of production upon the rise
of the novel.) Moreover, a text is constituted, strictly speaking,
only in the moment of its reading. Thus the reader's own
previous readings, experiences and position within the cultural
formation also form crucial intertexts.
The concept of intertexuality thus dramatically blurs the
outlines of the book, dispersing its image of totality into an
unbounded, illimitable tissue of connections and associations,
paraphrases and fragments, texts and con-texts. For many
hypertext authors and theorists, intertextuality provides an apt
description of the kind of textual space which they, like the
figures in Remedio Varo's famous "Bordando el Manto
Terrestre," find themselves weaving:
a kind of tapestry which spilled out the slit windows and into a
void, seeking hopelessly to fill the void: for all the other
buildings and creatures, all the waves, ships, and forests of the
earth were contained in this tapestry, and the tapestry was the
world. (Pynchon 10)
CRITICAL READING as REASONING
IDENTIFYING ASSERTIONS
Assertion is a stylistic approach or technique involving a
strong declaration, a forceful or confident and positive
statement regarding a belief or an fact. 23Often, it is without a
proof or any support. Its purpose is to express ideas or feelings
directly, for instance, “I have put my every effort to complete
this task today.”
Function of Assertion
Its function is to let readers feel that they should not
disagree or dispute what they read or hear; rather accept the idea
or notion as an indisputable fact. It has proved to be one of the
best approaches for writers to express their personal feelings,
beliefs and ideas in a direct way. By using this technique, the
writers can defend others’ feelings and rights if violated. This
rhetorical style also tells self-affirmation and rational thinking
of personal respect or worth. It is very common in various fields
of life, like literature, politics, advertisements, and legal affairs
etc.
Types of Assertions
1. Basic Assertion
It is a simple and straightforward statement for expressing
feelings, opinions and beliefs such as:
a. “I wish I could have expressed this idea earlier because
now someone else has taken the credit.”
b. “Excuse me, first I want to finish my work then shall go
with you.
2. Emphatic Assertion
It conveys sympathy to someone, and usually has two parts;
24 feelings or situations of
first encompasses the recognition of the
the other person, and the second follows a statement that shows
support for other person’s rights such as:
a. “I understand you are busy, and me too, but it is difficult
for me to finish this project on my own. So, I want you
to help me completing this project.”
b. “I know this is making you angry and frustrated because
you could not get response yet. But, I can help you by
giving you an estimate of how long it might take.”
3. Escalating Assertion
It occurs when someone is not able to give response to basic
assertions of a person and therefore that person becomes firm
about him or her such as:
a. “If you do not finish this work on 6:00 tonight, I would
better take the services of another worker.”
b. “I really want to finish this point before you start yours.”
4. Language Assertion
It involves “I” language and is useful for expressing
negative feelings. Nevertheless, it constructively lays emphasis
on a person’s feelings of anger such as:

a. “When you speak harshly, I cannot work with you
because I feel annoyed. Therefore, I want you to speak
gently and then assign me task.”
b. “When I cannot take proper sleep, it affects my nerves
and I feel irritation. Therefore, I daily like to go to bed
earlier.”
FORMULATING COUNTERCLAIMS
To be an effective critical thinker, it is not enough just to
be able to identify claims and assertions.
25The ability to analyze
an argument is essential to understanding the text more deeply,
but understanding the claim is not the only facet of the
argument. You must also learn how to analyze the
counterclaims and evidence provided by the text.
Being able to recognize and formulate countercalims in
reaction to an argument is a characteristic of a good critical
reader. Counterclaims are claims made to rebut a previous
claim. They provide a constrasting perspective to the main
argument.
By being able to locate and provide counterclaims to an
argument, you show a deep competence and familiarity with the
writer’s topic. It shows that you are examining different
perspectives and not just passively accepting the writer’s claim.
It shows that you have thoroughly considered the topic, and are
willing to engage different viewpoints from your own, thus
remaining objective. It also helps you clarify what your
personal position is on the topic.
The following questions will help you formulate
counterclaim:
 What are the major points on which you and the author
can disagree?
 What is the strongest aregument? What did they say to
defend their position?
 What are the merits of their view?
 What are the weaknesses or shortcomings in their
argument?
 Are there any hidden assumptions?
 Which lines from the text best support the counterclaim
you have formulated?
DETERMINING TEXTUAL EVIDENCE
26
Textual evidence is evidence from a text (fiction or nonfiction)
that you can use to illustrate your ideas and support your
arguments. All textual evidence should:
 Support a specific point
 Be cited with a page number at the end of the sentence –
He shouted “no more stone soup” (14).
 Be followed by an “connection” that explains the
relationship of the evidence to your main point.
The following are some questions to help you determine
evidence from the text:
 What questions can you ask about the claims?
 Which details in the text answer your questions?
 What are the most important details in the paragraph?
a  What is each one’s relationship to the claim?
 How does the given detail reinforce the claim?
 What details do you find interesting? Why?
Characteristics of Good Evidence

 Unified
 Relevant to the central point
 Specific and concrete
 Accurate
 Representative or typical
Types of Textual Evidence
1. Referencing – is mentioning a particular event or action in
the text. It’s useful when you want to point to point
something out to support a point you’re tying to make but
don’t feel a summary, paraphrase or direct quote is
necessary.
Examples:
 This is clear when Meursault attends his mother’s
funeral. The Stranger by Albert Camus
 This is clear when he flies over the sea. Song of
Solomon by Toni Morrison  Albert Camus
2. Summarizing – is putting someone else’s words into your
own words. It’s useful when you want to point to a larger
section of text but do not need the details of the original
text. Summarizing literary fiction usually occurs in the
introduction of a literary analysis essay. It is rarely used in
the body of a literary analysis essay other than to provide
some context when it is needed. Summaries should be
written in your own words, include a page number, and be
followed by a statement explaining its importance and
connection to the topic sentence.
Examples:
 When Meursault’s mother dies he claims that it was
inevitable, explaining the absurdist idea that life has no
meaning (33). The Stranger by Albert Camus
 He did not worry abotu falling as he flew over the sea
(298). Song of Solomon by Toni Morrison
3. Paraphrasing – is also putting someone else’s words into
your own words. It is useful when you need more detail than
a summary but less than a direct quote. A paraphrase
focuses concisely on a single main idea. Paraphrasing
should be written in your own words, include a page
number, and be followed by a statement explaining its
importance and connection to the topic sentence.
Examples:
 Original: “that it was one of those things that was bound
to happen sooner or later” (33).
Paraphrase: As an absurdist, Meursault doesn’t put
meaning towards any object or being. Therefore, he
doesn’t mourn over his mother’s death and acts
indifferently towards his loss(33).The Stranger by
 Original: “Part of his flight was over the dark sea, but it
didn’t frighten him because he knew he could not fall”
(298).
Paraphrase: He wasn’t afrad of falling when he flew
over the sea (298). Song of Solomon by Toni Morrison
4. Quoting – illuminates your ideas and support your
argument using the exact words from the original text. It’s
useful when you want to capture the particular language an
author uses. It is the most convincing evidence of the four
types as they add credibility to the point you are trying to
make.. As with all the textual evidence, make sure you
 explain how the quote is connected to your point — let the
reader know the significance of the quotations you use.
There are three levels of direct quoting:
his dressing gown of red watered silk that had come from Paris,
a little tight over the chest now if it was buttoned. On his lap
was a silver tray with a silver chocolate pot and a tiny cup of
eggshell china, so delicate that it looked silly when he lifted it
with his big hands (701).

a. Specific details – use words or phrases from the text to

support your argument. Details should be short—a word
or phrase–and they should be
incorporated into your own
sentences.
Jack was “bent double” with his “nose
only a few inches from the humid earth”
tracking the trail of the pig “dog-like…
on all fours” (Golding 48)

b. Brief quotations – are fewer than

three lines and should be carefully introduced and
integrated into your writing. Put quotation marks around
all briefly quoted material.
On the wall of his room is a “large tinted photograph of his
dead wife, who, if Masses willed and paid for out of her own
estate could do it, was in Heaven” (99).
c. Lengthy quotations (also called block quotes) are used
when you want to quote more than three lines of text.
Think carefully before using this type of quotation and
make sure the entire section you want to quote directly
supports your argument. Block quotes should be single-
spaced and indented four spaces from the left margin, and
should not use quote marks.
Steinbeck writes:
When the servant come in bearing the message that Juana and
Kino have arrived, the doctor sat up in his high bed. He had on
PURPOSEFUL WRITING
Writing is simultaneously the most revealing and mystifying
method of communication. The bigger one’s vocabulary, the
more they can expose, yet the more they are able to hide their
intentions with pretense. Writing about serious matters requires
confidence, because you’re not only putting out an expression,
but what ultimately becomes a gestalt platform and position that
you must answer for.
When we censor ourselves or stay in the safe box of
trivial matters, it can be out of fear of judgement, or of being
wrong, but most scary is when it is out of fear of annihilation.
With the internet, if you express something that is disagreed
with by the right people, it may not be forgotten, and more
importantly might not be forgiven. It can cost you not just a job,
but future prospects for employment. Writing purposefully is
always a calculated risk. There are some risks in writing that are
too great to be taken, with marginal benefits to be gained
despite being truthful. While there is a continuum between
safety and danger in writing, in order to truly connect with an
audience, one must push the boundary of comfort to some
degree in order to chisel away at a larger truth.
BOOK REVIEW
B ook review is a form of literary criticism in which a
book is analyzed based on content, style, and merit.A
book review can be a primary source opinion piece,
summary review or
scholarly
review.Books can be
reviewed for printed
periodicals, magazines and
newspapers, as school
work, or for book we b sites
on the Internet. A book
review's length may vary from a single paragraph to substantial
essays. Such a review may evaluate the book on the basis of
personal taste. Reviewers may use the occasion of a book
review for a display of learning or to promulgate their own
ideas on the topic of a fiction or non-fiction work.
Before You Read
Before you begin to read, consider the elements you will need
to include in your review. The following items may help:
o Author: Who is the author? What else has s/he written? Has
this author won any awards? What is the author’s typical
style?
o Genre: What type of book is this: fiction, nonfiction,
romance, poetry, youth fiction, etc.? Who is the intended
audience for this work? What is the purpose of the work?
o Title: Where does the title fit in? How is it applied in the
work? Does it adequately encapsulate the message of the
text? Is it interesting? Uninteresting?
o Preface/Introduction/Table of Contents: Does the author
provide any revealing information about the text in the
preface/introduction?
As You Read
As you read, determine how you will structure the summary
portion or background structure of your review. Be ready to
take notes on the book’s key points, characters, and/or themes.
o Characters: Are there characters in the work? Who are the
principal characters? How do they affect the story? Do you
empathize with them?
o Themes/Motifs/Style: What themes or motifs stand out?
How do they contribute to the work? Are they effective or
not? How would you describe this author’s particular style?
Is it accessible to all readers or just some?
o Argument: How is the work’s argument set up? What
support does the author give for her/findings? Does the
work fulfill its purpose/support its argument?
o Key Ideas: What is the main idea of the work? What makes
it good, different, or groundbreaking?
o Quotes: What quotes stand out? How can you demonstrate
the author’s talent or the feel of the book through a quote?
When You Are Ready to Write
The final portion of your review will detail your opinion of the
work. When you are ready to begin your review, consider the
following:
o Establish a Background, Remember your
Audience: Remember that your audience has not read the
work; with this in mind, be sure to introduce characters and
principals carefully and deliberately.
o Minor principals/characters: Deal only with the most
pressing issues in the book. You will not be able to cover
every character or idea. What principals/characters did you
agree or disagree with? What other things might the author
have researched or considered?
o Organize: Determine what kind of balance to strike
between your summary information and your evaluation. If
you are writing your review for a class, ask your instructor.
Often the ratio is half and half.
o Your Evaluation: Choose one or a few points to discuss
about the book. What worked well for you? How does this
work compare with others by the same author or other
books in the same genre?
o Publisher/Price: Most book reviews include the publisher
and price of the book at the end of the article. Some reviews
also include the year published and ISBN.
Revising
When making the final touches to your review, carefully verify
the following:
o Double-check the spelling of the author name(s), character
names, special terms, and publisher.
o Try to read from the vantage point of your audience. Is there
too much/enough summary? Does your argument about the
text make sense?
o Should you include direct quotes from the reading? Do they
help support your arguments? Double-check your quotes for
accuracy.
BOOK REVIEW Sample
THE LITTLE PRINCE
by Antoine de Saint Exupéry
Published 1943
Review by Jenn
I'm somewhat surprised at myself for not writing a review of
this, one of my all-time favorite books, before now. If I had to venture
a guess as to why this is so, I'd have to say that it's probably because
this beautiful little fable means too much to me personally; I've been
afraid to write about it for fear of not doing it justice. Now I'll give it
my best shot, and ask anyone who should happen to read this review,
if you find my essay wanting in some way, please still give the book a
read and judge for yourself as to the quality of the story.
 Most bookstores carry this French novella in their children's
section. I can understand why this is the case: the book is less than
one hundred pages, the sentences are simple and flow with an easy,
poetic grace, and interspersed with the clear text are more than forty
watercolor pen-and-ink pictures drawn with a childlike gravity that is
yet meticulously detailed - as fine a masquerade of children's
literature as was ever created. But make no mistake - it is a
masquerade; for, while a proper reading of this book requires a child's
faith, acceptance, and willingness to make a complete suspension of
disbelief, this story, difficult to define, comes closer to philosophy
than to anything else.
Translated by Katherine Woods, the author is Antoine de
Saint Exupéry, a French pilot and author of a number of books on the
subject of aviation, many of which are considered classics of French
and World literature in their own right. The Little Prince, however,
stands in a class by itself, and expresses the world-weary and cynical
author's yearning for a freer and more sincere and introspective
world. Exupéry tells his story in a semi-autobiographical fashion,
beginning the tale with an anecdote describing how, as a child, he was
urged by sensible adults to put down his paints and colored pencils
that he might concentrate on "matters of consequence" - thereby,
declares Exupéry, checking "what might have been a magnificent
career as a painter."
The book then skips ahead many years later. Exupéry,
himself now a "sensible" adult who has resolutely put away childish
things, has crashed his plane in the harshly beautiful but harshly
unforgiving Sahara desert, is desperately working against time to fix
his engine before his water supply runs out when he hears a child's
voice address him thus: "If you please - draw me a sheep!" The
astounded pilot turns to encounter the owner of the voice, a small boy
with yellow curls, prince of distant asteroid.
Says the author, "I should have liked to begin this story in the
fashion of the fairy-tales... 'Once upon a time there was a little prince
who lived on a planet that was scarcely bigger than himself, and who
had need of a sheep...' To those who understand life, that would have
given a much greater air of truth to my story."
Understanding life is what this story is about, for both the
author and his subject. The Little Prince lived happily alone on his
small planet until the wind planted for him a new seed, from which
sprang the loveliest flower he had ever seen. He lavished his love and
attention upon the flower, which in turn tormented him with her
vanity and her pride, ultimately driving him to abandon his home and
venture forth into the galaxy in search of the secret of what is really
important in life. He learns this secret, finally, from a creature of the
Earth - a fox. With his new level of understanding, the Little Prince is
at last ready to return home, but not before he passes on his new
knowledge to the author - knowledge of the healing power of love
which makes all things unique, and how the pain of saying goodbye is
worth it if it changes how we look at the world.
I'd like to close with a quote from the book's own jacket copy:
"There are a few stories which in some way, in some degree, change
the world forever for their readers. This is one."
LITERATURE REVIEW
L
iterature review is a text of a scholarly paper, which
includes the current knowledge including substantive
findings, as well as theoretical and methodological
contributions to a particular topic. Literature reviews are
secondary sources, and do not report new or original
experimental work. Most often associated with academic-
oriented literature, such reviews are found in academic journals,
and are not to be confused with book reviews that may also
appear in the same publication. Literature reviews are a basis
for research in nearly every academic field.
Steps in Writing a Literature Review
1. Writing the introduction
In the introduction, you should:
o Define or identify the general topic, issue, or area of
concern, thus providing an appropriate context for
reviewing the literature.
o Point out overall trends in what has been published about
the topic; or conflicts in theory, methodology, evidence, and
conclusions; or gaps in research and scholarship; or a single
problem or new perspective of immediate interest.
o Establish the writer's reason (point of view) for reviewing
the literature; explain the criteria to be used in analyzing and
comparing literature and the organization of the review
(sequence); and, when necessary, state why certain literature
is or is not included (scope).
2. Writing the body
In the body, you should:
o Group research studies and other types of literature
(reviews, theoretical articles, case studies, etc.) according to
common denominators such as qualitative versus
quantitative approaches, conclusions of authors, specific
purpose or objective, chronology, etc.
o Summarize individual studies or articles with as much or as
little detail as each merits according to its comparative
importance in the literature, remembering that space
(length) denotes significance.
3. Writing the conclusion
In the conclusion, you should:
o Summarize major contributions of significant studies and
articles to the body of knowledge under review, maintaining
the focus established in the introduction.
o Evaluate the current "state of the art" for the body of
knowledge reviewed, pointing out major methodological
flaws or gaps in research, inconsistencies in theory and
findings, and areas or issues pertinent to future study.
The literature review should:
o compare and contrast different authors' views on an issue
o group authors who draw similar conclusions
o criticise aspects of methodology
o note areas in which authors are in disagreement
o show how your study relates to previous studies
The purposes of the review are:
o to define and limit the problem you are working on
o to place your study in an historical perspective
o to avoid unnecessary duplication
o to evaluate promising research methods
o to relate your findings to previous knowledge and suggest
further research
LITERATURE REVIEW Sample
ENGLISH PROFICIENCY
(Review of Literature)
To confirm the validity of this study, past researches and other
works onEnglish proficiency were consulted.
As cited by (Haber 2009) according to Cook, language is at the
center of human life. It is one of the most important ways of expressing
love or hatred forpeople; it is vital in achieving many of man’s goals and
career; it is the source of artistic satisfaction or simple pleasure.
Furthermore, Cook emphasized that language is used for
planning one’s lives and remembering ones past; people exchange ideas
and experiences through language, they likewise identifythemselves with
people who speak the same language. Some people are able todo this in
more than one language. Knowing another language may mean: getting o Research report is the systematic, articulate, and orderly
job, a chance to get educated; the ability to take a fuller part in the life of
presentation of research work in a written form.
one’s own country or the opportunity to migrate to another, an expansion
of one’s literacy and cultural horizons; the expressions of one’s political o Research report is a research
opinions or religious belief. It affects people careers and possible futures document that contains basic aspects
their lives and veryidentities. In a world where probably more people of the research project.
speak two languages thanspeak one language learning and teaching are o Research report involves relevant
vital to everyday lives of millions. information on the research work
Chomsky argued that children learn languages that are governed
carried out. It may be in form of
byhighly subtle and abstract principles, and they do so without explicit
instructionor any other environmental clues to the nature of such hand-written, typed, or computerized.
principles. Hencelanguage acquisition depends on an innate, species-
specific module that isdistinct from general intelligence.
According to Steven Pinker, all normal human brains come Parts of a Research Report
primed forlanguage acquisition. They have an innate ability to memorize
vocabulary, internalize rules regarding their native language's grammar I. First Part (Formality Part):
and syntax, andremember irregular forms. Children are constantly
hearing and processingspeech, so their brains are able to analyze the
(i) Cover page
grammatical structure of thesentences and parse it into basic rules about (ii) Title page
the language. As a result, childrenlearn the basic vocabulary of their (iii) Certificate or statement
language, as well as grammatical details.Children's mental dictionaries
(iv) Index (brief contents)
expand rapidly as they acquire new vocabulary andlearn new idioms and
expressions. Likewise, their grammar modules quickly learnand apply (v) Table of contents (detailed index)
the proper rules of the language. (vi) Acknowledgement
(vii) List of tables and figures used
(viii) Preface/forwarding/introduction
RESEARCH REPORT (ix) Summary report

R
II. Main Report (Central Part of Report):
esearch report is a written document containing key
aspects of research project. It is a medium to (i) Statement of objectives
communicate research work with relevant people. It is
(ii) Methodology and research design
also a good source of preservation of research work for the
future reference. Many times, research findings are not followed (iii) Types of data and its sources
because of improper presentation. Preparation of research report (iv) Sampling decisions
is not an easy task. It is an art. It requires a good deal of (v) Data collection methods
knowledge, imagination, experience, and expertise. It demands (vi) Data collection tools
a considerable time and money. (vii) Fieldwork
(viii) Analysis and interpretation (including tables, charts,  Identify the audience.–lecturer/ supervisor/ company/
figures, etc.) organization management/staff. The amount of
(ix) Findings background included will vary depending on the
(x) Limitations knowledge of the “audience”.
(xi) Conclusions and recommendations
(xii) Any other relevant detail 2. Collecting and organizing information
There are two main sources of information depending on the
III. Appendix (Additional Details): research task:
 Reading — theory and other research
(i) Copies of forms used
 Research — experiments, data collection‐questionnaires,
(ii) Tables not included in findings
surveys, observation, interviews.
(iii) A copy of questionnaire
 Organise and collate the information in a logical order.
(iv) Detail of sampling and rate of response
Make sure you record the bibliographic information of
(v) Statement of expenses
your reading as you go along.  
(vi) Bibliography – list of books, magazines, journals, and other
reports 3. Planning
(vii) Any other relevant information Consider the following:
a. Logical organization
Information in a report must be organized logically.
Communicate the main ideas followed by supporting details and
examples. Start with the more important or significant
information and move on to the least important information.  
WRITING A RESEARCH REPORT
b. Headings
A research report can be based on practical work, Use headings and suitable sub headings to clearly show the
research by reading or a study of an organisation or different sections. In longer reports the sections should be
industrial/workplace situation. numbered.  

1. Preparing
 Identify the purpose/the aims of the research/research 4. Writing the report
question.  
a. Draft the report from your detailed plan.  
 b. Do not worry too much about the final form and
language, but rather on presenting the ideas coherently
and logically.   Proposals in the professional world are used for internal
c. Redraft and edit. Check that sections contain the required
information and use suitable headings, check ideas flow
in a logical order and remove any unnecessary
information.
d. Write in an academic style and tone.   Proposal (RFP), which funding agencies send out. Interested
 Use a formal objective style.
 Generally avoid personal pronouns; however, some
reports based on your own field experience or work
placement can be reflective the first person can be used.
For example, “I observed..”. If in doubt about this,
check with the lecturer.
WRITING PROJECT PROPOSALS
P roject proposals are documents that are written for
problem solving, service provision, event planning, or
equipment selling. Generally, proposals are used to
convince the reader to do what the proposal suggests, such as
buying goods or services, funding a project, or implementing a
program.
(within an organization) and external (from one organization to
another) purposes. They are the way of generating income for
companies or seeking funding for projects.
Proposals are usually written in response to Request for
organizations send proposals following the requirements
stipulated in the RFP. Requesting parties are thus able to
compare different responses to a problem. Thus, it is clear that a
proposal provides a plan to satisfy a need.
A proposal stands out depending on its ability to clearly
answer questions about what is being proposed, how the plan
will be carried out, when it will be implemented, and how much
money will be needed or spent. In other words, proposals are
persuasive documents that need to do the following: highlight
reader benefits, prove your credibility in carrying out the
project, and allow the reader to respond easily.
Even in your lives as students, you have been
familiarized with writing proposals – maybe without even
knowing it. Whenever you envision, plan, and complete a
project for your science class or your club outreach, you are
thinking about fulfilling a need for something. This process may
involve writing a paper or doing a presentation in front of an
audience to get their approval.
PURPOSE OF THE PROJECT PROPOSAL
By creating a project proposal, you can help gain grant
money, investor money, and loan money for large projects. In
addition, constructing a project proposal can help demonstrate
to stakeholders that you are serious about the undertaking your
team wishes to carry out. It serves as a guideline that you will
come back to when writing the project plan and where you will
define the project scope.
Proposals are prepared to apply for external funds for
the implementation of a project. Most grant applications ask for
the same information, but they often have different formats.
Some will have a list of questions. Others will ask for a
“narrative” — the story of your project.
ADVANTAGES
 A proposal is an essential marketing document that helps
cultivate an initial professional relationship between an
organisation and a donor over a project to be implemented
 A proposal facilitates appropriate words for the conception
of an idea
 The proposal has a framework that establishes ideas
formally for a clear understanding of the project for the
donor
 Successful proposals mean financial aid for the organisation
to grow for the replication of project and ideas
DISADVANTAGES
 Planning problems: Although a good idea exists, yet when
we try to plan it out extensively, we face many unexpected
challenges
 There are often tight deadlines, and proposals may be
rejected
FORMAT OF THE PROJECT PROPOSAL
Proposals are primarily categorized according to their
length. An informal proposal is about 2-4 pages long. A formal
proposal, meanwhile, has 5 or more pages. Regardless of their
purpose and audience, they have standard parts such as the
following:
1. Introduction
This part provides the background necessary for
understanding the project, which is done by discussing the
following:
a. Rationale – This identifies the problem to be addressed
and show the need to solve it.
b. Objectives - These reveal what the project intends to
achieve in terms of results. It also gives the reader an
idea of an intended solution. Good objectives are
SMART (Specific, Measurable, Attainable, Result
oriented, and bound within a realistic Time frame).
c. Benefits – These show what the reader or the target
audience can gain from the proposal, which may be
improvements in processes or systems, an increase in
revenue, or a change in behavior of the beneficiaries of
the proposal.
2. Project Description
This section gives specific information about the project
itself. It indicates how the project will address the identified
problem through the fllowing parts:
a. Methodology – This details the different activities the
project will take on, including the manpower and
resources to be utilized, and the expected output.
b. Schedule – This discusses the task duration and
expected start and end days of each activity in the
project.
c. Budget – This presents an analysis of all the costs
anticipated in the project, which can be itemized or
shown as a whole, depending on the needs of the
project.
TO WRITE A SUCCESSFUL PROPOSAL
1. Plan ahead. Allow plenty of time for those involved to
meet, discuss, and review progress in the grant writing Sample of a PROJECT PROPOSAL
process. Also, allow enough time to get the required
signatures and to get the proposal to the funder. NAME OF THE PROJECT Gulayan sa Paaralan Project
2. Make it a team effort. Assign specific roles and MUNICIPALITY Tagbina
responsibilities to people in terms of developing the
proposal. PROPOSED IMPLEMENTING Department of Education (DepED)
NATIONAL GOVERNMENT (In cooperation with other concerned
3. Be realistic in what you are proposing. What can AGENCY government agencies)
reasonably be accomplished in the scope time and resources
To improve and increase vegetable
of this grant? production and consumption by
4. Be factual and specific. Don't talk in generalities or in teaching the learners the methods of
emotional terms. Be sure to substantiate all statements in sustainable production of food which
your proposal, otherwise don't make them. are applicable to their homes and
important for household security. It
5. Consider collaborating with other organizations. At a OBJECTIVES
also aims to establish school gardens
minimum, find out what other proposals are being submitted to serve as main source of food to
to the same donor at the same time. sustain supplementary feeding. It also
showcase small-scale production
6. Choose a format that is clear and easy to read. Readers models in schools to be replicated in
are overloaded with proposals and appreciate legible, the household.
attractive proposals. Make sure tables are legible and easy to
figure out. School Garden, Gardening Tools, Data
TARGET PHYSICAL
/Records on Health & Nutritional
7. Be aware of donor priorities. Carefully match your project OUTPUTS
Status of the Learners
with an appropriate funding source. The primary difference In ALL barangays and sitios within the
between successful grant writing and inefficient proposal LOCATION OF PROJECTS
municipality of Tagbina
submission is the amount of time invested in the strategic
identification of appropriate funders. Tagbina I District - 24 Public
Elementary Schools Tagbina II - 15
TARGET BENEFICIARIES Public Elementary Schools Cluster VII
Secondary School – 7 Public
Secondary Schools
BUDGET
Requested from National Php 391, 000. 00
Government LGU Counterpart 69, 000. 00
Php 460, 000. 00

TOTAL
POSITION PAPER
P osition paper is an essay that presents an opinion about
an issue , typically that of the author or another specified
entity; such as a political party. Position papers are
published in academia, in politics, in law and other domains.
Position papers range from the simplest format of a letter to the
editor through to the most complex in the form of an academic
position paper. Position papers are also used by large
organizations to make public the official beliefs and
recommendations of the group.
Write a position paper to:
 Organize and outline your viewpoint on an issue
 Formally inform others of your position as a foundation to
build resolution to difficult problems
 Present a unique, though biased, solution or a unique
approach to solving a problem
 Frame the discussion in order to define the "playing field."
This can put you in an advantageous position with those
who may not be so well prepared as regards the issues
behind their positions
 Establish your credibility. Here you are demonstrating that
you have a command of the issues and the research behind
them, and can present them clearly
 Let your passion be demonstrated in the force of your
argument rather than in the use of emotional terms
 Guide you in being consistent in maintaining your position
in negotiation
The better prepared you are the more disadvantaged are your
opponents and more likely they will defer to you.
Guidelines:
 Format should be consistent with guidelines determined by
the sponsoring organization or committee
 Include topic, date, purpose, etc., and should readily identify
you as the author
 If the paper represents a group, organization, committee, do
not write in the first person (not I, my, mine, etc. but rather
we, our, etc.)
 Limit yourself to two pages following the format established
by previous successful position papers
Research:
 Develop supporting evidence for both sides including
factual knowledge, statistical evidence, authoritative
testimony
 Identify the issues and prejudices keeping in mind your
audience. List these as appropriate and anticipate
counterclaims
 Assume familiarity with basic concepts but define
unfamiliar terms/concepts or state meanings that define your
point of departure
 Refer to those who agree with your position to assist you in
developing your argument
 Familiarize yourself with those who disagree with you to
prepare your defense. Summarize their argument and
evidence, then refute
Introduction:
 Consider your audience: start with a topic sentence or two
that attracts attention and summarizes the issue
Inform the reader of your point of view
Development:
a. Focus on three main points to develop
b. Each topic is developed with
 a general statement of the position
 an elaboration that references documents and source
data
 past experiences and authoritative testimony
 conclusion restating the position
Establish flow from paragraph to paragraph
 Keep your voice active
 Quote sources to establish authority
 Stay focused on your point of view throughout the
essay
 Focus on logical arguments
 Don't lapse into summary
in the development--wait for the conclusion
Conclusion
 Summarize, then conclude, your argument
 Refer to the first paragraph/opening statements
as well as the main points
 does the conclusion restate the main ideas?
 reflect the succession and importance of the
arguments
 logically conclude their development?
Share a draft with others to better develop the paper and
ensure that your argument is clear
Revise, spell-check, and succeed in building your case.
POSITION PAPER Sample
Committee: Commission on Human Rights
Topic: Violence against Women
Country: The Kingdom of Denmark
Delegate: William Hayward Wilson, Shea University
The Universal Declaration of Human Rights states, “no one shall be
subjected to torture or to cruel, inhuman or degrading treatment or
punishment.” Although this doctrine was adopted in 1948, the world
has fallen quite short of this goal. Violence against women pervades
all states and it is the duty of the international community to ensure
that all persons are afforded equality and respect. Despite cooperative
efforts at combating gross human rights abuses, such as the adoption
of the Declarationon the Elimination of Violence against Women, the
United Nations has not been able to alleviate the injustice women
worldwide experience daily.
The Kingdom of Denmark believes that in order to end violence
against women, nations must look to empower women in all aspects
of society. This includes promoting equal gender roles in government,
civil society, education and business. However, Denmark also
recognizes the need to combat human rights abuses against women as
they occur, and no nation is immune to gender violence.
In 2002, the Danish Government launched an extensive action plan to
combat domestic violence against women. The plan includes
measures to help treat abused women, identify and prosecute the
perpetrators, and incorporate professional medical and psychological
staff into the rehabilitation process. The action plan currently reaches
out to both governmental and nongovernmental groups on the local
level throughout the nation.
The Danish Centre for Human Rights in Copenhagen, Denmark’s
foremost national human rights institution, also promotes and protects
human rights. Based on the Centre’s research, Denmark’s parliament
can promote human rights-based legislation and education/awareness whatever form possible, to nations firmly committed to ending
programs throughout the nation. The Centre also addresses the UN violence against women in all its forms.
Commission on Human Rights annually regarding human rights WRITING A RESUME
developments in Denmark and internationally. Denmark has no

R
record of committing major human rights violations, most importantly
any targeted at women. In its 2003 Annual Report, Amnesty esume is a document that contains a brief account of a
International also found no human rights violations against Danish person’s education, skills, work expe rience, and other
women.
qualifications. It is usually sent along with job
Women are invaluable to Denmark’s society and have achieved applications, and sometimes with school applications as well. It
significant economic and social gains in the 20th century. Currently, allows school admissions officers and hiring officers to assess
75 percent of medical students in Denmark are women. your experience and determine how will you contribute to their
Denmark is confident that this Commission can bring about an end to
organization.
violence against women without compromising the sovereignty of
member states. Education remains perhaps the most useful tool in The purpose of a resume is to provide a summary of
protecting victims of gender-based violence. Governments, UN your skills, abilities and accomplishments. It is a quick
agencies, and nongovernmental organizations (NGOs) can plan a advertisement of who you are. It is
coordinated campaign that educates national populations on the a "snapshot" of you with the intent
various ways women are violently targeted. Similarly, harmful
traditions, such as honor killings and female genital mutilation, must of capturing and emphasizing
be stopped by reforming traditional views of women in society. interests and secures you an
Children of both sexes need to be taught at an early age to value the interview. It is not an
rights of women in order to prevent such violence in their generation. autobiography. Since your resume
Another way to stop gender violence would be to reproach member is a primary tool in your job
states that consistently violate treaties such as the Convention on search, it needs to be carefully written and critiqued.
Political Rights of Women (1952), the Convention on the Elimination
of All Forms of Discrimination against Women (1979), and the TYPES OF RESUME
Declaration on the Elimination of Violence against Women (1993).
Although this Committee cannot impose sanctions, it can pass 1. CHRONOLOGICAL RESUME
resolutions verbally condemning states that commit human rights
violations. The UN High Commissioner for Human Rights can also This kind of resume starts by listing your work history, with
meet with representatives of governments that violate the above the most recent position listed first. Your jobs are listed in
treaties to discuss possible solutions.
reverse chronological order with your current or most recent
In order to prevent gender violence, nations must work together to job, first. Employers typically prefer this type of resume
build a culture of support, equality and community. As such, the because it's easy to see what jobs you have held and when you
Kingdom of Denmark looks forward to offering its support, in

53 54
have worked at them. This type of resume works well for job
seekers with a strong, solid work history.
A chronological resume works best when you have an
extensive work history that is in the same line of work as the job
for which you are applying. By displaying your work history
front and center, you immediately show the employer that you
have related experience.

Components of a Chronological Resume

1. Personal details: Your name and contact information,

including mailing address, telephone number, and email
address.

2. Objective: This is an optional section where you can briefly

define your career objectives.

3. Work experience: Start with your most recent position.

List all of your work experience, even if it wasn't
employment based. Use bullet points to describe your duties
and responsibilities; provide the most information about
your current position and less for each remaining one. Try to
begin each bullet point with an action word (e.g., consulted,
organized, or built).

4. Education: Begin with your highest degree and work

backwards. Include all schools you have attended and list
any diplomas, degrees (including majors and minors), and
awards you've received.
5. References: It is best to simply state that references are
available upon request, unless they have been specifically
requested.
2. FUNCTIONAL RESUMES
This kind of resume highlights your abilities, such as hiring,
managing or coaching, rather than your chronological work
history. You'll still need to summarize your work history, but
this is usually done at the bottom of your resume. Don't panic.
By the time the reader has gotten to that point, he is usually sold
on bringing you in for an interview.
A functional resume is particularly useful for people who:
o Have gaps in their work history.
o Are reentering the workforce.
o Have frequently changed jobs.
o Are looking to transition into new careers.
o Don't exactly fit the mold of what recruiters are looking
for in the positions they want.

The reason functional resumes work well in these situations

is that many of us have acquired skills while working that are
very transferable. For example, if you have worked as a retail
manager, chances are you were responsible for hiring, training,
coaching, evaluating and handling employee relations issues.

COVER LETTER

C over letter is a document sent with your resume to
provide additional information on your skills and
experience. The letter typically provides detailed
information on why you are qualified for the job you are
applying for. A cover letter typically accompanies each resume
you send out.
Outline of the Cover Letter
1. Header
A cover letter should begin with both you and the employer's
contact information (name, address, phone number, email)
followed by the date.
2. Salutation
Begin your cover letter salutation with "Dr./Mr./Ms. Last
Name." If you are unsure if your contact is male or female, you
can write out their full name.
3. Introduction
Begin your introduction by stating what job you are applying
for. Explain where you heard about the job, particularly if you
heard about it from a contact associated with the company.
Briefly mention how your skills and experience match the
company and/or position; this will give the employer a preview
of the rest of your letter.
4. Body
In a paragraph or two, explain why you are interested in the job
and why you make an excellent candidate for the position.
Mention specific qualifications listed in the job posting, and
explain how you meet those qualifications. Do not simply
restate your resume, but provide specific examples that
demonstrate your abilities.
5. Closing
In the closing section of your cover 59 letter, restate how your
skills make you a strong fit for the company and/or position.
State that you would like the opportunity to interview or discuss
employment opportunities. Explain what you will do to follow
up, and when you will do it. Thank the employer for his/her
consideration.
6. Signature
Use a complimentary close, and then end your cover letter with
your signature, handwritten, followed by your typed name. If
this is an email, simply include your typed name, followed by
your contact information, after the complimentary close.
TIPS IN WRITING A COVER LETTER
1. Address the cover letter directly to the hiring manager or
recruiter. If this person's name isn't in the job listing, take
the extra effort to call or email the company and find out.
2. Don't reiterate your resume. The purpose of having a cover
letter is to zero in on why you should be the one considered
for the position. Otherwise, there's no point in having one.
3. It's a professional document, so don't go too over-the-top.
Yes, trying to figure out ways to be creative may be
difficult, but don't go overboard out of desperation.
4. Make sure the reader knows you've done your research.
Convey that you understand the company and its goals, and
explain how you'd help it reach those goals.
5. Always close your cover letter with an action statement.
Tell the reader what you're planning on doing next — for
example, calling in a week or two to follow up.
COVER LETTER Sample
Ms. Marella Tiongson 60
Human Resources Manager
The United Philippine Bank
Makati Avenue, Quezon City

Dear Ms. Tiongson:
Good day!
My former colleague, Maria Aquino, recently informed me about the Human
Resources Associate vacancy at The United Philippine Bank. As someone
with experience in working with sourcing, I would like to apply for the
position.
I have recently earned my Bachelor degree of Broadcast Communication,
cum laude, at the University of the Philippines. Currently, I am working with
The Cosmopolitan Bank as a Junior Sourcing Associate. Taking initiave has
always been my academic and career strength, along with:
 Understanding reponsibility
 Holding an intense work ethic
 Possessing social skills that build and maintain relations across and
beyond
 Striving to do my best in any situation to meet corporate objectives
I believe my strengths, abilities and skills make me excellent candidate for
this job. I am extremely reliable, considerate, personable, and I am
comfortable working with all personality types.
Thank you for taking the time to review my credentials. I would welcome
the opportunity to discuss how my education, practical skills and background
qualify me to be a member of your company. Please give me a call at 0917-
123-4567 or email me at william.rodriquez@gmail.com.
Sincerely,
(signed)
WILLIAM RODRIGUEZ
COLLEGE APPLICATION ESSAY
61
This essay is often seen as an important part of a college
application. This is an esaay that is response to a prompt that
allows admissions committees to get to know you more
personally. Also, this essay is proof that you are a competent at
writing and thinking. Here, you can showcase your best
qualities. This essay is used by committees to assess how you
can contribute to their school’s community. Applications to
universities can be competitive, so a well-written essay isa a
golden opportunity to show how you stand out from other
applicants.
THREE TYPES OF QUESTIONS
The question you see in the essay section of your college application will most likely be one of
three types. Here are a few sample questions and suggestions for answering each type.
1. The “YOU” question
With this type of question, the college is looking to get to
know you better and to see how you present yourself. Here’s the
most common example: “Please complete a one-page personal
statement and submit it with your application.”
How to answer it?
The key is to look at it as a chance to show who you are and
what’s important to you. Try to keep your answer focused and
avoid the urge to spill everything. Instead, discuss one or two
subjects that reveal your best qualities.
2. The “WHY US” Question
With this type of question, admission officers want to find out
62 how serious you are
about your goals. They also want to know
about attending their school. Questions in this category include:
 “Why is this college a good choice for you?”
 “Tell us about your career goals and any plans you may
have for graduate study.”

How to answer it?
The focus here is why you chose a certain college or path. It’s a
pretty straightforward question, but be sure you know your
subject well. For example, if you say you want to attend this
college because of a specific academic department, make sure
you’re clear on what that department offers.
3. The “CREATIVE” Question
Admission officers look at both how intelligent and how
creative your answer to this type question is. They want to see
your ability to think outside the box. Here’s an example from
Denison University: “Do you believe there's a generation gap?
Describe the differences between your generation and others.”
How to answer it?
Here you are asked to write about your views on a topic. Even
though this is a creative piece, make sure to back up all your
points with facts and intelligent explanations. And don’t take
the creativity too far. Inventiveness is good, but wacky may not
be the best choice.
COLLEGE APPLICATION ESSAY Sample
63
For as long as I can remember, I have dreamed of science.
Where others see the engineering, experimentation, and presentation of
science as a chore, I only see excitement. Even as a child I constantly
sought it out, first on television with Bill Nye and The Mythbusters, then
later in person in every museum exhibit I could find. Science in all its
forms fascinated me, but science projects in particular were a category all
to themselves. To me, science projects were a special joy that only grew
with time. In fact, it was this continued fascination for hands-on science
that brought me years later to the sauna that is the University of Alabama
in mid-June. Participating in the Student Science Training Program and
working in their lab made me feel like a kid in a candy store. Just the
thought of participating in a project at this level of scientific rigor made
me forget that this was supposed to be my summer break and I spent the
first day eagerly examining every piece of equipment.
Even at first, when the whole research group sat there doing rote
calculations and others felt like they were staring down the barrel of
defeated purpose, I remained enthusiastic. Time and time again I
reminded myself of that famous phrase "great effort leads to great
rewards," and sure enough, soon my aspirations began to be met. This
shift in attitude also coincided with a shift in location: from the computer
desk to the laser lab. It was finally time to get my hands dirty.
Now things began to get really interesting. During the experimentation
phase of the project, I spent the majority of my waking hours in the lab –
and I enjoyed every minute of it. From debriefing with my coordinator in
the morning to checking and rechecking results well into the afternoon, I
was on cloud nine all day, every day. I even loved the electric feeling of
anxiety as I waited for the results. Most of all, though, I loved the pursuit
of science itself. Before I knew it, I was well into the seventh week and
had completed my first long-term research experiment.
In the end, although the days were long and hard, my work that
summer filled me with pride. That pride has confirmed and reinvigorated
my love for science. I felt more alive, more engaged, in that lab than I
have anywhere else, and I am committed to returning. I have always
dreamed of science but since that summer, since my experiment, I have
dreamed only of the future. To me, medical science is the future and
through it I seek another, permanent, opportunity to follow my passion.
After all, to follow your passion is, literally, a dream come true.
FORMS OF OFFICE CORRESPONDENCE
64
Many well-established professionals will tell you that
hard work and good decision-making, among other things, are
key in building up a successful career. But you will probably
hear them emphasize a lot on building up a professional image
as well. There is actually a lot of sense in that. Your
professional image is how you communicate yourself, in all
aspects, to the people around you in your workplace. From the
way you dress to your manner of handling clients, your
employer’s opinion of how you do your job is critical. A well-
formed professional image is what employers look for, and is
one of the many factors they consider in recommending an
individual for hiring, regularization, or promotion.
Part of developing a professional image is developing
your communication skills in the workplace. Whether you are
facing your subordinates, colleagues, superiors, or outside
parties, you should be able to talk or write to them in such a
way that work is done efficiently and harmonious work
relationships are fortered.
BUSINESS LETTER WRITING
Business letters can be written
to employees or managers, as
well as clients and prospective
customers. The business letter
is a formal type of
communication that is usually
typed on 8 1/2 by 11-inch white
stationery paper. Business letters must be targeted to a specific
individual or group, have a clear and concise purpose, be
convincing and end with a specific objective, like a meeting
date.
PARTS OF A BUSINESS LETTER
65
1. The Heading (Letterhead) – Companies usually use printed
paper where heading or letterhead is specially designed at the top
of the sheet. It bears all the necessary information about the
organisation’s identity.
2. Date - The month should be fully spelled out and the year written
with all four digits October 12, 2005. The date is aligned with the
return address. In the body of the letter, however, the article is
written when the name of the month is not mentioned with the
day.
3. The Inside Address – In a business or formal letter you should
give the address of the recipient after your own address. Include
the recipient's name, company, address and postal code. Add job
title if appropriate. Separate the recipient's name and title with a
comma.
4. The Greeting - Also called the salutation. The type of salutation
depends on your relationship with the recipient. It normally
begins with the word "Dear" and always includes the person's last
name. Use every resource possible to address your letter to an
actual person. If you do not know the name or the sex of of your
reciever address it to Dear Madam/Sir (or Dear Sales Manager or
Dear Human Resources Director).
5. The Subject Line (optional) - Its inclusion can help the recipient
in dealing successfully with the aims of your letter. Normally the
subject sentence is preceded with the word Subject: or Re:
Subject line may be emphasized by underlining, using bold font,
or all captial letters.
6. The Body Paragraphs - The body is where you explain why
you’re writing. It’s the main part of the business letter. Make sure
the receiver knows who you are and why you are writing but try
to avoid starting with "I". Use a new paragraph when you wish to
introduce a new idea or element into your letter. Depending on
the letter style you choose, paragraphs may be indented.
Regardless of format, skip a line between paragraphs.
7. The Complimentary Close – This short, polite closing ends
always with a comma. It is either at the left margin or its left edge
is in the center, depending on the Business
66 Letter Style that you
use. It begins at the same column the heading does.
8. Signature and Writer’s identification - The signature is the last
part of the letter. You should sign your first and last names. The
signature line may include a second line for a title, if appropriate.
The signature should start directly above the first letter of the
signature line in the space between the close and the signature
line. Use blue or black ink.
9. Initials, Enclosures, Copies - Initials are to be included if
someone other than the writer types the letter. If you include other
material in the letter, put 'Enclosure', 'Enc.', or ' Encs. ', as
 appropriate, two lines below the last entry. cc means a copy or
copies are sent to someone else. Sincerely,

FORMAT OF BUSINESS LETTER

Lucy Letter

Letter Format Features

Block Format
67 Full Block All letter68
parts begin at the left margin.

Date, signature, and closing begin at the

123 Winner's Road Indented
horizontal center of the page. All body
New Employee Town, PA 12345 Paragraphs
paragraphs are indented.
Modifie
March 16, 2001 d Block
Date, signature, and closing begin at the
Blocked
horizontal center of the page. All body
Ernie English Paragraphs
paragraphs begin at the left margin.
1234 Writing Lab Lane
Write City, IN 12345 All letter parts begin at the left margin. This
Simplified format includes a subject line but omits the
Dear Mr. English: salutation and signature.
The first paragraph of a typical business letter is used to state the Modified Block Format
main point of the letter. Begin with a friendly opening; then quickly
transition into the purpose of your letter. Use a couple of sentences to (Tab to center, begin typing) 123 Winner's Road
explain the purpose, but do not go in to detail until the next New Employee Town, PA 12345
paragraph.
March 16, 2001
Beginning with the second paragraph, state the supporting details to
justify your purpose. These may take the form of background Ernie English
information, statistics or first-hand accounts. A few short paragraphs 1234 Writing Lab Lane
within the body of the letter should be enough to support your Write City, IN 12345
reasoning.
Dear Mr. English:
Finally, in the closing paragraph, briefly restate your purpose and
why it is important. If the purpose of your letter is employment The first paragraph of a typical business letter is used to state the
related, consider ending your letter with your contact information. main point of the letter. Begin with a friendly opening; then quickly
However, if the purpose is informational, think about closing with transition into the purpose of your letter. Use a couple of sentences to
gratitude for the reader's time. explain the purpose, but do not go in to detail until the next
paragraph.
Beginning with the second paragraph, state the supporting details to
justify your purpose. These may take the form of background
information, statistics or first-hand accounts. A few short paragraphs
within the body of the letter should be enough to support your
reasoning.
(Indent) Beginning with the second paragraph, state the
supporting details to justify your purpose. These may take the form of
background information, statistics or first-hand accounts. A few short
paragraphs within the body of the letter should be enough to support
your reasoning.

Finally, in the closing paragraph, briefly restate your
why it is important. If the purpose of your letter is
related, consider ending your letter with your contact
However, if the purpose is informational, think about
gratitude for the reader's time.
purpose and (Indent) Finally, in the closing paragraph, briefly restate your
employment purpose and why it is important. If the purpose of your letter is
information. employment related, consider ending your letter with your contact
closing with information. However, if the purpose is informational, think about
closing with gratitude for the reader's time.

(Tab to center, begin typing) Sincerely,

Sincerely,

(Tab to center, begin typing) Lucy Letter Lucy Letter

WRITING MEMORANDUM
Semi-Block Format

M
69 emorandum or memo is70
123 Winner's Road occasionally used as a
New Employee Town, PA 12345
business letter format. At
March 16, 2001 the top of the memo is date, name,
name of the sender, name of the
Ernie English recipient, and the subject. The
1234 Writing Lab Lane abbreviation RE is sometimes used
Write City, IN 12345 instead of SUBJECT. This information is place at the left
margin. The body of the memo is in block form.
Dear Mr. English:
Memos have a twofold purpose: they bring attention to
(Indent) The first paragraph of a typical business letter is used problems and they solve problems. They accomplish their
to state the main point of the letter. Begin with a friendly opening; goals by informing the reader about new information like policy
then quickly transition into the purpose of your letter. Use a couple of
changes, price increases, or by persuading the reader to take an
sentences to explain the purpose, but do not go in to detail until the
next paragraph. action, such as attend a meeting, or change a current production
procedure.
Tips for Writing Effective Memorandums: Hall, Centro Escolar University. The following students are the
CHS representatives in the above-mentioned subject:
o Check for stylistic requirements with your job. Does the
company that you work for have a standard form when it 1. Miss Mildred Ablanque
comes to writing memos? If so, is it downloadable? 2. Miss Joyce Fudotan
o Make sure that the body of the text is written in clear, 3. Miss Sheryl Ramos
concise and grammatically right language. 4. Miss Roan Tobias
o Do not use long and overly wordy sentences. Keep it
simple. In line with this, there will be an orientation/meeting of all the
o Do not use a greeting or a salutation. You should simply go contestants, coaches, and judges on November 11, 2009
right into the subject of the memo. (Tuesday) 1:00 PM at the Audio Visual Room of San Beda
o Conclude the memo with any closing statements that may College.
inspire the recipient to take action.
o Mention any and all attachments at the end of the memo Your presence will be greatly appreciated. God bless!
using the single word “Attachment.” BIBLIOGRAPHY
Sample MEMORANDUM
71 Books
MEMORANDUM
Tiongson, Marella Theresa A., Reading and Writing Skills, Rex
Book Store Inc., 2016.
To: Miss Rebecca Anonuevo
Professor Language Area
Internet
From: Miss Marites Z. Pacia
Coordinator of Student Organization http://asq.org/learn-about-quality/cause-analysis-
tools/overview/fishbone.html
Date: November 6, 2009
http://dd.dgacm.org/editorialmanual/training/lessons/link_b.htm
RE: MC-Acedemic Quiz Bee Meeting
http://department.monm.edu/cata/mcgaan/classes/cata335/o-
claims.335.html

As per arrangement with your Area Chairperson, you have been
recommended coach of the CHS contestans in the incoming
Mendiola Consortium Acedemic Quiz Bee Literature and
Grammar Area on November 25, 2009 at the Librada Avelino
http://grammar.about.com/od/d/g/description2ter.htm
http://grammar.yourdictionary.com/grammar-rules-and-
tips/tips-for-writing-memorandums.html
http://guides.library.queensu.ca/bookreviews/writing
http://jobsearch.about.com/od/jobsearchglossary/g/chronologica
lresume.htm
http://library.bcu.ac.uk/learner/writingguides/1.04.htm
http://literarydevices.net/assertion/
http://unilearning.uow.edu.au/report/
http://writing.wisc.edu/Handbook/ReviewofLiterature.html
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 Comparison/Contrast 14

Cause and Effect 15

Argument 16

Properties of Well-Written Text 17

TABLE OF CONTENTS CRITICAL READING

Types of Claim 18
READING AND WRITING SKILLS
Context of Text Development 20
Importance of Reading 2
Critical Reading as Reasoning 23
TECHNIQUES IN SELECTING
Formulating Counterclaims 25
AND ORGANIZING INFORMATION
Determining Textual Evidence \ 26
Brainstorming 4
PURPOSEFUL WRITING
Graphic Organizer 5
Book Review 31
Topic Outline 8
Literature Review 36
Topic Outline 9
Research Report 39
RHETORICAL MODES OF WRITING
Project Proposals 43
Narration 10
Position Paper 48
Description 11
Writing a Resume 53
Definition 12
Cover Letter 58
Exemplification 13
College Application Essay 61
FORMS OF OFFICE CORRESPONDENCE

Business Letter Writing 64

Writing Memorandum 70