Reading and Writing

Quarter 3 – Module 2:
Properties of Well-written Texts
Reading and Writing – Grade 11
Quarter 3 – Module 2: Properties of Well-written Texts
First Edition, 2020

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 Reading and Writing
Quarter 3 – Module 2:
Properties of Well-written Texts
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone. We hope that through this material, you will
experience meaningful learning and gain deep understanding of the
relevant competencies. You can do it!

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 Let Us Learn

This module was designed and written with you in mind. It is here to guide you in
writing a well-written text. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the textbook you are now
using.

Learning competency:
 Evaluate a written text based on its properties (organization, coherence and
cohesion, language use and mechanics)

The module is intended to discuss the topic: Properties of a well-written text

After going through this module, you are expected to:

1. identify properties of a well-written text;
2. evaluate written text based on the identified properties; and
3. write a well-written text.

Let Us Try

Directions: Read the following questions carefully. Write the letter of the correct
answer on a separate sheet of paper.

1. Which of the following is not a property of a well-written text?

a. organization c. writing mechanics
b. pronunciation d. coherence and cohesion
2. Which property of a well-written text refers to the appropriate language to be used?
a. organization c. writing mechanics
b. language use d. coherence and cohesion
3 . Which property of a well-written text involves proper paragraphing and logical
presentation of ideas?
a. organization c. writing mechanics
b. language use d. coherence and cohesion
4 . Which property of a well-written text includes features that facilitate textual
continuity?
a. organization c. writing mechanics
b. paragraphing d. coherence and cohesion
5 . Which property of a well-written text deals with writing conventions such as spelling,
capitalization, and punctuation?
a. organization c. writing mechanics
b. paragraphing d. coherence and cohesion
6. Which of the following refers to the grammatical aspects of writing and is focused on
the degree to which sentences are connected to have easy flow of ideas?
a. cohesion c. organization
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 b. coherence d. writing conventions
7. Which of the following refers to dividing a text into paragraphs and making the
writer’s thinking visible to the readers?
a. outlining c. organization
b. summarizing d. paragraphing
8 . Which is not considered part of the standard vocabulary of a language and that is
used very informally?
a. slang c. jargon
b. cliche d. euphemism
9 . Which property of a well-written text includes the use of time-tested principles in
writing, thus avoiding redundancies, wordiness, clichés, highfalutin words and
expressions?
a. cohesion c. organization
b. language use d. writing conventions
1 0 . Which of the following is used smoothly link one sentence to another?
a. organization c. pronoun reference
b. transitional devices d. appropriate language
11. Which of the following refers to the connection of ideas and connection between
sentences and paragraphs?
a. organization c. proper mechanics
b. paragraphing d. coherence and cohesion
12. Which is not a characteristic of effective language?
a. formal c. familiar
b. verbose d. constructive
1 3 . Which does not belong to the group?
a. Notebook c. Mexican
b. Peter d. General Calderon
14. What punctuation mark should be used to complete the sentence below?
What a beautiful surprise___
a. dash c. question mark
b. period d. exclamation point
1 5 . Which of the sentences below has the correct use of semicolons?
a. People are allowed to make their own decisions; consequently, they become
mature and responsible.
b. People are allowed to make their own decisions, consequently; they become
mature and responsible.
c. People are allowed to make their own decisions consequently; they become
mature and responsible.
d. People are allowed to make their own decisions; consequently; they become
mature and responsible.

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 Lesson Properties of Well-Written
1 Texts
Whatever the intent or whoever the intended audience is, composing texts involves a
sequenced process from the production of initial ideas to the realization of a finished
product. Thus, effective writing is not a ready-made skill; it entails preparation on our part as
writers being knowledgeable with the rudiments of writing as well as with the components
that contribute to good writing.

Bear in mind that writing skills are an essential element of communication.

Consequently, producing a well-written text makes you capable of effectively expressing
your views, opinions, and ideas to your readers.

Let Us Study

As you continue your journey of becoming an effective writer through this lesson, try to
have a quick recollection of thoughts on the concept shown below and have fun reminiscing.

Activity 1. Memory Recall

Directions: Provide the graphic organizer below with your ideas about written text. Copy the
graphic organizer in a separate sheet of paper and write your answers.

Written text

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 Did you accomplish the activity easily? That is Great! Certainly, I know that you will
find the next section of this module interesting as you are about to unpack the different
properties that make a well-written text.
Properties of a Well-Written Text
In academic terms, a text is defined as written material or piece of writing such as an
article, essay, book, magazine, or newspaper.
For a paragraph or any composition to be effective, it must always consider the
properties of a well- written text which includes organization, cohesion and coherence,
language use, and mechanics.
Organization

This is also known as an arrangement that refers to the structural framework for
writing. A text is considered organized when ideas are accurately and logically arranged
with a focus on the arrangements of ideas, incidents, evidence, or details in a definite order
in a paragraph, essay, or speech.
The logical progression and completeness of ideas in a text is an organization. This
property makes a text readable and its message clear. Organization can be achieved
through the following techniques: text structure, signal words, and physical format.
Text structure refers to the framework of a text’s beginning, middle, and end.
Different narrative and expository genres have different purposes and different audiences,
so they require different text structures. Beginnings and endings help link the text into a
coherent whole.
Three major parts of a text

Beginning
Also called as the lead or the hook. It introduces the readers to the
purpose of the writing by introducing characters or setting(for narrative)
or the topic, thesis, or argument (for expository writing)

Middle
The organization of the middle of a piece of writing dependes on
the genre. Researchers have identified five basic organizational
structures: sequence, description, cause and effect, compare and
contrast, and problem and solution.

End/Conclusion
It is the restatement of the thesis and majoir points, showing how
the writer has proven his/her position. Possible implications of what has
been discussed and writer's conclusion may also be included .

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Example:

The great body parts of a snow leopard help it

survive in the mountains. For example, a snow
leopard‟s paws are like sandpaper and that helps
them not slipping on the deadly rocks of the
mountains. Amazingly, the ears help it hear an
animal‟s footsteps from miles away from where the
snow leopard is located. Did you know that a snow
leopard‟s tail helps keep it from falling? The long tail
helps it to balance. Finally, the fur on a snow
leopard‟s body helps it stay warm in this frigid
habitat. So, all those body parts of a snow leopard help
it survive in the mountains.
Source: Assanosi, A. (2016). Paragraph Organization

 The italicized statement is the

beginning part of the text which serves
as the topic sentence.
 The highlighted statements cover the
body/middle part of the paragraph
which explains in detail how snow
leopard body parts help this animal
survive in the mountains.
 The underlined statement found in the
last part of the restates the thesis/main
idea of the text

If text structures serve as the framework, signal words are textual cues that readers
use to follow a text. They can ―signal‖ the transition from one point to another , the ordering
of events and concepts, or the writer’s chosen text type.
Example:

Comparing the British and American Education System

The British system of education is common not only in England but also in
countries all over the world that were once British colonies. It differs from the American
system in some ways. First, most American children have only one year of kindergarten,
beginning at age five. Under the British system, children begin kindergarten at age four
and then go on to another year or more advanced kindergarten called preparatory which
is comparable to American first grade. Starting in seventh grade, most American students
study basic subjects separately, devoting a semester to algebra. However, under the
British system, algebra, geometry ,and trigonometry are taught together in a single
course that is then repeated at a higher level every term. Also, in American high schools
some classes, particularly elective may include sophomores, juniors, and seniors. In
schools run according to the British system, students at different levels, or ―forms,‖ are
not mixed in classes; each form attends all its classes altogether. Finally, American
students generally graduate after their twelfth year of course work. British students, on
the other hand, finish everything they need to learn in secondary school during the first
term of the eleventh year of school. 5
 Notice that the signal words which are highlighted in the text above are used to show
the relationship from one statement to another. Through the use of signal words, the writer
clearly presents the similarities and differences between the British and American education
systems.
Another aspect of the organization that is immediately apparent to the reader is the
format. It is observed in how the text physically appears like headings and subheadings,
bullet points, or font emphasis.

Consider the example below.

Marxist ideology has three main theories. Historical materialism purports that all
the features of society can be historically traced back to economic activity. Social class
in capitalist societies is what produces unjust structures of power that exist today.
Socialism would be the next rational step for the development of human society.

The highlighted words are the three most important Marxist theories that the topic
sentence is referring to. Through such emphasis, the reader can easily identify the
appropriate term for the concepts together with their definitions. However, this technique
must be used carefully for improper or superfluous formatting may confuse the readers

Coherence and Cohesion

When ideas are organized well, a text can achieve coherence and cohesion.
Coherence refers to the overall sense of unity in a text. On the other hand, cohesion is the
connection of ideas both at the sentence level and at the paragraph level. Both should be
present to make your text easier for your readers to follow and understand.

To achieve coherence and cohesion, one technique is to use signal devices which
that hint readers on how the points in your paragraph are a progression. This can be shown
in the paragraphs using transitions, repetitions, synonyms, pronouns, and parallel structures.

1. Transitions refer to words that connect one idea to another, making the writer’s
ideas flow smoothly.

Category Transition Words

causation thus, therefore, since, on account of, hence, for that reason, consequently,
because, and so, as a result, accordingly
time first, afterward, before, after, earlier, eventually, then, meanwhile, now,
next, also
sequence furthermore, moreover, next, also, finally, last, besides, additionally
contrast after all, otherwise, though, yet, notwithstanding, nonetheless, in contrast,
however, despite, conversely
comparison in like manner, in similar fashion, in the same way, likewise, still, in
comparison, too
example as an illustration, to demonstrate, to illustrate, for instance, for example,
specifically, that is
location above, adjacent to,wherever, there, peripherally, opposite to, nearby, here,
centrally, beyond

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importance primarily, of less importance, foundationally, critically, chiefly, most
importantly
intensification in fact, without doubt, undoubtedly, surely, to repeat, of course, indeed, no,
yes
concession granted, it is true, naturally, to be sure, of course
purpose to this end, so that, in order that, for this purpose
summary to sum up, to summarize, in summary, in short, in sum, in brief
conclusion to conclude, in the end, in conclusion, lastly, finally, thus, therefore

2. Repetitions include a word, a phrase, or a full sentence repeated to highlight its

importance in the entire text. The repetition of the main ideas keeps continuity and helps the
readers remain focused and headed in the right direction.

Examples:
1. The president said, “Work, work, and work,” are the keys to success.
2. If you think you can make it, you can make it.
3. Most students are intimated by the works of William Shakespeare. They believe
Shakepeare‟s sonnets and plays are far too complicated to read and understand.

3. Synonyms are words similar in meaning to important words or phrases. This technique is
used if direct repetition is too obvious.

Example:

Teenagers face an enormous amount of peer pressure from friends. Hence, many
young adults are showing signs of great stress or depression at an early age.

4. Pronouns are used to connect sentences by referring to preceding nouns and pronouns.
They can also help create paragraphs readable by removing wordiness and unnecessary
repetition.

Examples:

1. Rodrigo R. Duterte is the 16th President of the Republic of the Philippines.

Moreover, he also served as Davao City’s Mayor for a long period of time.
He is also known by many as a strong leader.

2. Mrs. Gomez approved to have a meeting with the workers’ union before
she signed the contract. She was willing to hear their concerns about the
newly proposed amendments in the company.

5. Parallel Structures include the use of matching words, phrases, clauses, or sentence
structures to express similar ideas. It allows the reader to understand the connections
between ideas and to flow smoothly from one idea, sentence, or paragraph to the next.

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Example:
In the conference hall, the students attended a lecture where the speaker
demonstrated how to properly wear a PPE. They also attended a lecture where their
school nurse explained how to keep one’s health protected from COVID-19.

Language Use
It refers to the appropriateness of word/vocabulary usage. Proper language use
enables you, the writer, to capture the message that you want to give to your readers.
Language use is one of the strongest indicators of a well-written text because it leads
writers to effectively communicate ideas without confusing the reader.

Six characteristics of effective language:

1. concrete and specific, not vague and abstract
2. concise, not verbose
3. familiar, not obscure
4. precise, not ambiguous
5. constructive, not destructive
6. appropriately formal

Concrete and Specific Language

Concrete language involves tangible qualities/characteristics and things we know
through our senses. Specific language designates particular items or individuals cases.
Consider the examples below.

Abstract Concrete
To excel in college, you’ll have to work To excel in college, you’ll need to attend
hard. every class; do all your reading before you
fo; write several drafts of each paper; and
review your notes for each class weekly.
General Specific
The student enjoyed the class. Rhea enjoyed Mr. Gallardo’s 8:00 a.m.
EAPP class.

Observe how statements become more effective as the language becomes more
concrete and specific. In contrast, abstract and general statements can generate multiple
interpretations, and leave many questions unanswered.

Concise Language
It involves using the most appropriate terms to get one’s point across. Concise
language means using a minimal amount of effective terms to convey one’s argument. To
make the sentence more succinct, writers must avoid unnecessary words in their sentences.

Verbose/Wordy
Leah believed but could not verify that
James had feelings of affection for her.
My professor demonstrated some of the
ways and methods for cutting words from
my essay that I had written for the class.
Ludwig’s castles are an astounding
marriage of beauty and madness. By his
death, he had commissioned three castles.
Concise
Leah assumed that James adored her.
My professor demonstrated methods for
cutting words from my essay.
Ludwig’s three castles are an astounding
marriage of beauty and madness.
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Familiar Language
It refers to words/ terms that the reader easily recognizes and understands because
they use them regularly. The message has a greater effect when using vocabulary that is
familiar to the reader.
Unfamiliar Familiar
After our perusal of pertinent data, the The data we studied show that your
conclusion is that a lucrative market exists property is profitable and in high demand.
for the subject property.

The use of unfamiliar language or highfalutin words can eliminate the essence of the
message like in both examples below:

A letter sent to senior high school students warning them of the risks of an unhealthy
diet:
―Individuals who maintain a diet of high-fat consent are exposed to an increased risk
of developing atherosclerosis, which is a buildup of fat deposits on the inner walls of the
arteries. This condition can reduce or cut off the flow of blood in the arteries serving the
major organs of the body. This can lead to poor health.‖

An assignment given to a class of ABM students by their philosophy teacher:

―The presently assigned paper necessitates an eloquently articulated analysis of the
Existentialist perspective as it pertains to contemporary living. You should adumbrate the
points which represent the sine qua non of your analysis.‖

Precise Language
Through the use of precise language, vocabulary of specific nouns ,and vivid verbs,
you can construct clear mental images and avoid wordiness. Moreover, the use of concise
language, using the fewest possible words without sacrificing meaning, makes your writing
more understandable.

Precise writing replaces vague terms for accurate nouns and active verbs.

Examples:

Imprecise Precise
Entrepreneurs use professional writing skills Entrepreneurs use professional writing
to communicate with others. skills to communicate effectively with clients
and business partners.

Research is taught early in the academic Research is taught to first-year university

world. students.

Constructive Language
The use of constructive language expresses a potentially negative in a positive way,
while destructive language leads the reader to blame and criticism, causing defensiveness.
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 Destructive Constructive
The problem is.. The challenge is..
What you do not understand is .. Let me explain in a different way.
It is not my problem. How can I help?

Formality of Language
The formality of the language used should conform to the formality of the situation and the
relationship between the writer and the reader. Consider the following examples.

Very Formal Formal Informal

Exceedingly large segments
of the population are
expressing their discontent
with medical practitioners who
appear to more engrossed in
amassing financial assets
than in providing efficacious
care to people with health
disorders.
A large number of consumers
are complaining about medical
doctors who are apparently
more interested in making
money than in providing
effective health care.
A lot of people are
unhappy with their
doctors who only seem
to care about how much
money they make, and
not giving their patients
good care.

Depending on the reader, the writer’s relationship with the reader, and the
circumstance, the three examples may be suitable.
In one case, it might be appropriate to note that the language will be entirely
permissible in another. Therefore, it is necessary to consider the objectives of your writing,
and use language that is consistent with your objectives.

Take note.

Colloquial Informal Semi-Formal Formal

Language Language Language Language
Audience Close friends, General General Specialized
family
Purpose Immediate Expression of Expression of Expression and
communication ideas of a ideas of general development of
personal nature interest ideas within the
course
Contractions Common Contractions, Generally Avoided
and slang yes; slang, no avoided
First/ Second Common Used for Used only to Avoided
Person rhetorical effect clarify meaning
Sentence Whatever Complete Sentences are Sentences are
Structure conveys correct complete and complete and
meaning sentences are correct. correct.
used, but not
always

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Mechanics

These are conventions that have to be considered in writing. Spelling, punctuation,

and capitalization are some of the examples. To prevent confusion, it is necessary to know
and follow these conventions in writing.

1. Spelling
When you write, always make sure that you are consistently using one standard
regarding the spelling of your words. Remember that there are slight differences in American
English spelling and British English spelling.

American Spelling British Spelling

airplane aeroplane
analyze analyse
anesthesia anaesthesia
aging ageing
color colour
defense defence
learned learnt
organize organise
theater theatre
traveled travelled

2. Punctuation
It is the act of using a system of symbols used to provide structure to and organize a
text, such as a comma, period,quotation marks, question marks, etc. The use of punctuation
directs the reader to interpret the text.

Punctuation Marks Uses

1. Commas ,
a. Use a comma to separate items in a series. If all items in the
series are followed by and or or, use a comma
Example:
Squirrel, rabbit, and venison are the three kinds of meat
originally in a burgoo.
b. Use a comma to separate two complete sentences joined by a
conjunction (and, but, or, nor, or for, and sometimes yet and so).
Example:
We ran out of gas, so I went to the nearest gas refilling station.
c. Use commas to set off dates and addresses
Examples: January 08, 2021/ Davao City, Philippines
2. Semicolons ; a. Use a semicolon to separate two sentences when there is no
coordinating conjunction such as and, but, or, nor, or for.
Example: Class was canceled today; Mr. Diaz was homesick.

b. If the two sentences are joined by a conjunctive adverb, such

as however, consequently, therefore, or moreover, use a
semicolon before the conjunctive adverb and a comma after it.
Example: Leaves fell from the trees in multiple colors;
consequenty, we have a big job ahead for us raking them into
compost piles.

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 c. Use a semicolon to separate two sentences joined with
coordinating conjunction when commas are contained within
either of the sentences.
Example: Leaves fell from the trees in red, gold, yellow, and
brown; and it looked like snow with a rainbow.

d. Use a semicolon to separate items in a series if there are

commas within the items
Example: Ms. Dapar, my friend; Mr. Diaz, my neighbor; and Ms.
Lastimosa, my MAPEH teacher all pledged to support the
program.

3. Colon : a. Use colon for conventional items: giving the time, separating
chapter from a verse in Bible references, separating volume from
a page in bibliography references, and writing a salutation in a
business letter.
Examples: 5:30 a.m./ Luke 4:17-28/ Dear Madam:

b. Use a colon to introduce a formal list. Words such as the

following or as follows frequently signal a formal list.
Example: The attendant made the following checks on my car: oil
level, transmission fluid level, battery, tire pressure, and
windshield washer fluid.
Apostrophe „ An apostrophe is used as a substitute for a missing letter or letters
in a word (as in the contraction cannot = can't), to show the
possessive case (Jane's room), and in the plural of letters, some
numbers and abbreviations. Note: groups of years no longer
require an apostrophe (for example, the 1950s or the 90s).
Dash — A dash is used to separate parts of a sentence.
Example:
The dash is also known as an "em dash" because it is the length
of a printed letter m — it is longer than a hyphen
Ellipsis ... An ellipsis (three dots) indicates that part of the text has been
intentionally been left out.
Example: 0, 2, 4, ... , 100
Exclamation point ! An exclamation point is used to show excitement or emphasis.
Example: It is cold!
Hyphen - A hyphen is used between parts of a compound word or name. It
is also used to split a word by syllables to fit on a line of text.
Example: The sixteen-year-old girl is a full-time student.
Parentheses () Parentheses are curved lines used to separate explanations or
qualifying statements within a sentence (each one of the curved
lines is called a parenthesis). The part in the parentheses is called
a parenthetical remark.
Example: This sentence (like others on this page) contains a
parenthetical remark.
Period . A period is used to note the end of a declarative sentence.
Example: I am busy.
Question mark ? A question mark is used at the end of a question.
Example: Where are you?
Quotation mark ― Quotation marks are used at the beginning and end of a phrase to
show that it is being written exactly as it was originally said or
written.

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 Example: She said, "Let's eat."

3. Capitalization
Capitalization, like punctuation, helps express details. Any sentence’s first word is
capitalized, signaling that a new sentence has started. To signify uniqueness, proper nouns
are capitalized. However, using capitalization merely to make a word appear or sound
significant is not right.
Below are few examples of words that require capitalization:
Proper nouns Examples : Arthur, Davao City
Proper adjectives Examples : Chinese, Filipino
Days of the week Examples : Sunday, Monday
Months of the year Examples: January, February

Specific Course Titles Example : Theater 101

Kinship names used in place of personal Examples: Grandpa, Mom, Aunt Selly,
name and are followed by personal names Uncle Ben
Historical periods, events, documents Examples: Great Depression, the
Renaissance, the Constitution

Let Us Practice

Activity 2. Into the text

Directions: Read carefully the paragraph below and examine its content applying the
properties of a well-written text. Write your text evaluation in the table below.

(1) Learning how to drive a car with a stick shift is difficult. (2) The
location of each gear and the best speed to drive for each gear must be
learned. (3) How to push in the clutch and change the gear to obtain the
best speed can be tricky until the driver discovers just where the clutch
accelerates the gear speed. (4) bouncing and jerking can occur until the
maneuver is mastered. (5) The ―sweet spot‖ is different in all cars. (6)
Downshifting has to be learned to allow for turns and slowing. (7) The
clutch and gear speed work together again but the gear is shifted to slow
down, not to speed up.

My evaluation…….

Text Organization Coherence and Language Use Mechanics

Cohesion

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 Let Us Practice More

Activity 3. Write rightly!

Directions: Rewrite and improve the text in Activity 2 by applying the necessary corrections
which you think the paragraph must follow based on the properties of a well-written text.
Write your answer on a separate sheet of paper and be guided by the rubric below.

________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________.

Rubric:
3 2 1
Feature Meets the Standard Approaching the Standard Not Yet at the
Standard
Organization Establishes a strong Shows slight evidence of a Lack clear
beginning, middle, and beginning, middle, and end. ending
end. Demonstrates an Sequencing is attempted
orderly flow of ideas
Coherence Shows strong evidence Manifests less evidence of Fails to apply
and Cohesion of unity among unity/interconnection of ideas at least one of
sentences through in the text. the signal
transition signal devices
Language Use Meets all the Applies some of the Little or no
characteristics of characteristics of effective evidence of
effective language language effective
language
characteristics
Conventions No errors in: grammar, Grammar, spelling, Little or no
spelling, capitalization, capitalization and evidence of
punctuation punctuation are slightly correct
correct but can be improved grammar,
spelling,
capitalization
or punctuation

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 Let Us Remember
Congratulations! You have finally reached the end of this module. Before testing
yourself on how much you have learned about the concepts discussed. Here are the
lesson’s key takeaways.
 A well-written text requires organization, coherence and cohesion, appropriate
language use, and mechanics.
 Organization is about the arrangement of ideas, incidents, details, evidence, and
order.
 Coherence is the connection of ideas in the concept level.
 Cohesion is the connection of ideas in the sentence level.
 Language use refers to the appropriateness of word/vocabulary usage.
 Mechanics includes correct grammar, spelling, capitalization, abbreviations, and
acronyms, the use of numbers as part of the statement, and the punctuation marks.

Let Us Assess
Directions: Read the following questions carefully. Write the letter of the correct
answer on a separate sheet of paper.

1. Which part of a paragraph introduces the readers to the purpose of the text?
a. middle c. beginning
b. conclusion d. topic sentence
2. Which of the following is not a technique in text organization?
a. arrangement c. signal words
b. text structure d. physical format
3. Which of the cohesion and coherence techniques refers to words that connect readers to
the original word that they replace.
a. transition c. pronoun
b. repetition d. parallel structure
4.Which of the following best describes a well-written text?
a. It refers to the writer’s knowledge of the fundamental properties of grammar.
b. It constitutes proper paragraphing and logical order of presentation of ideas.
c. It is built around effective paragraphing, coherence and established conventions.
d. It involves the properties that show the interplay of both the physical aspects of
organization and deeper textual aspects.
5. What type of transition word is used in the sentence below?
Ben refused to submit his credentials. As a result, he was sanctioned by the school.
a. contrast c. causation
b. example d. comparison
6. Which of the sentences below uses correct punctuation?
a. She said she loved the book, so I gave it to her.
b. She said: she loved the book, so I gave it to her.
c. She said she loved the book; so, I gave it to her.
d. She said she loved the book: so, I gave it to her.
7. Which of the statements below uses a formal language?
a. He’s gonna be angry.
b. We hafta leave now.
c. Hey buddy! Wanna go to the dance?
d. We cordially invite you to attend the wedding ceremony.
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8. What punctuation mark is lacking in the statement below?
The weak tottery patient fell in his hospital room.
a. comma c. apostrophe
b. semicolon d. quotation marks
9. Which one of the following sentences observes correct capitalization?
a. The notice was already forwarded to lisa.
b. His limousine was sold at a cheaper price.
c. The Judges’ decision was final and irrevocable.
d. The Malaysian student made an outstanding performance.
10. Which property of well-written text is applied in the text below?
During the early twentieth century, in addition to industrialization, urban growth, and
technological development, Australian society was experiencing a transformation of the
domestic ideal.
a. organization c. writing mechanics
b. paragraphing d. coherence and cohesion
11. Which coherence and cohesion technique is applied in the statement below?
If you think you can do it, you can do it.
a. transition c. use of pronoun
b. repetition d. parallel structure
12. What transitional word is appropriate to connect the statements below?
The characters in Movie A face a moral dilemma. ______, the characters in Movie B
face a similar problem.
a. for instance c. in spite of
b.nevertheless d. in the same way
13. Which coherence and cohesion technique is applied in the statement below?
President Rodrigo Duterte was the 16th President of the Republic of the Philippines.
He is also the former Mayor of Davao City for a long time.
a. transition c. use of pronoun
b. repetition d. parallel structure
14. Which of the sentences below uses correct punctuation?
a. You asked forgiveness, he granted it to you.
b. You asked forgiveness; he granted it to you.
c . You asked: forgiveness. He granted it to you.
d. You asked forgiveness he granted it to you.
15. Which property of well-written text is best employed in the text below?

The ancient Egyptians were masters of preserving dead people’s bodies by making
mummies of them. Mummies several thousand years old have been discovered nearly
intact. The skin, hair, teeth, and facial features of the mummies were evident. It is possible to
diagnose the disease they suffered in life, such as smallpox, arthritis, and nutritional
deficiencies. The process was remarkably effective. Sometimes apparent were fatal
afflictions of the dead people. Mummification consisted of removing the internal organs,
applying natural preservatives inside and out, and then wrapping the bodies in layers of
bandages.

a. organization c. writing mechanics

b. paragraphing d. coherence and cohesion

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 Let Us Enhance

Activity 4. Inked Expression

Now that you have already mastered the key elements that contribute to a well-
written text, you are now ready to do the activity below.
Directions: Write a three-paragraph essay about “Students’ Challenges in the New Normal
Classroom”. Be guided by the rubric below in doing the task.

3 2 1
Feature Meets the Standard Approaching the Not Yet at the
Standard Standard

Ideas Establishes a clear Manifests a fairly clear Lacks focus and

focus and provides focus and supplies fair development
relevant information relevant information
Organization Establishes a strong Shows slight evidence Lack clear ending
beginning, middle, of a beginning, middle,
and end. and end. Sequencing
Demonstrates an is attempted
orderly flow of ideas
Coherence Shows strong Manifests less Fails to apply at
and evidence of unity evidence of least one of the
Cohesion among sentences unity/interconnection signal devices
through transition of ideas in the text.
signal
Language Meets all the Applies some of the Little or no evidence
Use characteristics of characteristics of of effective language
effective language. effective language. characteristics.
Conventions No errors in: Grammar, spelling, Little or no evidence
grammar, spelling, capitalization and of correct grammar,
capitalization, punctuation are spelling,
punctuation slightly correct but can capitalization or
be improved punctuation

Let Us Reflect
The skills that you have learned from this module would really help you to become
an effective and efficient writer. Through constant correct practice applying what you have
learned; surely your writing skills would even get better.

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 18
Let Us Enhance Let Us Assess Let Us Practice More
Activity 4 Inked Expression Activity 3: Write Rightly
1. C Answers may vary
Answers may vary.
2. A
3. C
4. C
5. C
6. A
7. D
8. A
9. D
10. C
11. B
12. D
13. C
14. B
15. D
Let Us Practice Let Us Study Let Us Try
Activity 2. Into the text Activity 1: Memory Recall Pre-Test
Answers may vary Answers may vary
1. B
2. B
3. A
4. D
5. C
6. A
7. C
8. A
9. B
10. B
11. D
12. B
13. A
14. D
15. A
Answer key to Activities
 References

Barrot, Jessie S. (2016). Academic Reading & Writing for Senior High School. Quezon City:
C&E Publishing, Inc.

Estacio, Ma. Joahna M. 2016. Developing Reading & Writing Skills. Quezon City: The
Phoenix Publishing House Inc.

Gabelo, Nerissa C., Kristine Marie D. Concepcion, Edwin L. Nebria and Geoffrey E. Girado.
2016. Reading-Writing: The Effective Connection for Senior High School. Malabon
City: Mutya Publishing House, Inc.

Gonzales, Randy. Precise language, September 25, 2017,

http://profwrite.com/inc/writing/precise-language/

ISU Writing Center . ―Concrete and specific language.‖ Last revised Fall 2016.
https://www.isu.edu/media/libraries/student-success/tutoring/handouts-writing/editing-
and-mechanics/Concrete-and-Specific-Language.pdf
Landich, Katrina Claire. ―Properties of a Well Written Text.‖ Last modified February 17, 2018.
https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-written-text-
88147656

Rao, Prasada (2001).High School English Grammar & Composition. Ram Nagar, New Delhi:
S. Chand & Company Ltd.

Southeastern Writing Center. ―Coherence.‖ Last modified July,

2011.http://www.southeastern.edu/acad_research/programs/writingcenter/handouts/p
df_handouts/coherence.pdf
For inquiries or feedback, please write or call:

Department of Education – Region XI Davao City Division

Elpidio Quirino Avenue, Davao City, Davao del Sur, Philippines

Telephone: (082) 224 0100 / 228 3970

Email Address: info@deped-davaocity.ph / lrmds.davaocity@deped.gov.ph