TABLE OF CONTENTS

PART I. READING
Chapter 1 Definition of Reading
Chapter 2 Reading as a Process
Chapter 3 Applying Effective Reading Strategies

PART WRITING

Unit I What is writing?

Chapter 1 Definitions of Writing
Chapter 2 The Writing Process
Chapter 3 Five Elements of Good Writing

Unit II Thesis Statements

Chapter 1 What is a Thesis Statement?
Chapter 2 Approaches Used in Developing Thesis

Unit III Paragraph Coherence

Chapter 1 Topic Sentence
Chapter 2 Kinds and Placements
Chapter 3 Supporting Details
Chapter 4 Transitional Words and Phrases
Chapter 5 Parallelism
Chapter 6 Voice
Chapter 7 Order

Unit IV Paragraph Structure

Unit V Types of Writing
Unit VI Other Methods of Paragraph Development
Unit VII Writing End-Products
UNIT VIII Proofreading
Punctuation Marks

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 PART I
READING

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 CHAPTER I.Define Reading

Activity 1 : With five (5) members, each group will be

given 20 minutes to come up with a quotation or a
poem about reading, and then one representative
will present it to the class.

Being one of the four basic macro skills, Reading is essential to all
humans from different walks of life. Villamin said that people read
because they want to feel the pleasure of knowing, feeling, acting,
and learning; they also read for entertainment; and they read
because it enables them to ponder on the mysteries of the world.
Moreover, humans are always involved in reading everyday but all
they know is that, reading is for knowing and enjoyment only.

But what is reading, anyway? Reading is a cognitive process of

decoding symbols to derive meaning from a text. It is always an
interaction between the text and the reader. We red to gain and
share information and ideas, whether for academic, personal, or
professional purposes.

Reading is also a skill that can be improved through consistent

practice. In order to comprehend the text, we apply many skills
simultaneously while we read: identifying the author’s purpose,
grasping the main ideas of the text, locating important details, using
context clues to understand unfamiliar words, answering specific
questions, analyzing the text’s points, and critiquing the text. These,
and more, are some of the strategies that we can use to help us
become better readers.

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TASK:
On your own words, define “reading” in at least 50 words.
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 CHAPTER II. Reading as a Process

I. Four steps in the reading act:

1 PERCEPTION (the ability to pronounce the word as a meaningful
unit.)

2 COMPREHENSION (the ability to make individual words evoke

useful ideas as they are read.

3 REACTION (requires judgmental action—a feeling about

what the author has said.)

4 INTEGARTION (the ability to adopt the idea or concept into one’s

background of experience so that it is useful as part
of the total experience of the individual.)

Activity 2 : POSTER MAKING

 Divide the class into groups with five (5)
members each.
 Bring white cartolina, markers, pastels/crayons,
& other necessary materials.
 Collaborate & illustrate the four steps of reading
act with creative and meaningful symbols.
 Present the output to the class.

“Reading is not a simple mechanical skill, it is more than a

mental activity in which emotional responses are also requires. To say
that reading is a “thought getting” process, it should be developed as
a complex of patterns of higher mental processes. It can and should
embrace all types of thinking, evaluating, judging, imagining,
reasoning and problem solving… The reading program should,
therefore, make careful provision for contributing as fully as possible
to the cultivation of a whole array of techniques involved in
understanding, thinking, evaluating, judging, imagining, reasoning
and problem solving.”

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II. LEVELS OF COMPREHENSION
(Donoghue. 2008. Reading as Language of Art. Retrieved:
January 10, 2019, 2:00 P.M.http//.readingcomprehension.com)

A. Literal or text-explicit comprehension: -- Often described as

“reading on the lines,” this level requires you to process information
that is explicitly stated in the text, to understand what the author
specifically reported. For example, you may be called on to recall or
locate precisely stated main ideas, details, directions, or sequences
of events. Literal comprehension requires a lower level of thinking skills
than the other three levels because you must only recall from memory
what the book said. Still it is the foundation for content-area courses
and remains the most frequently tested comprehension category.

B. Interpretive or text-implicit comprehension: -- Described

frequently as “reading between the lines,” this level demands that you
process ideas based on what was read but not explicitly stated in the
text. It involves understanding what the author meant, and you must
call on his or her intuition, personal experiences, and imagination as
the foundation for making inferences. You may be asked to predict
outcomes, find main ideas, determine word meanings from context,
draw conclusions, make generalizations, or infer cause-and-effect
relationships. Behaviors commonly associated with critical thinking are
involved in text-implicit comprehension, which is said to separate the
active reader from the passive reader.

Furthermore, the overall pattern of interpretive processes

activated during reading may affect the amount of text actually
remembered (van den Brock, Rhoden, Fletcher, & Thurlow, 1996). That
is the reason that teachers should pose thought-provoking questions
to stimulate classroom discussion and thereby promote interpretive
comprehension.

In applying interpretive comprehension, one usually makes use of

inference. Inference is a literary device used commonly in literature,
and in daily life, where logical deductions are made based on
premises assumed to be true. Another definition of inference suggests

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that it is rational but non-logical, which means that, through the
observation of facts presented in a particular pattern, one ultimately
sees different or new interpretations and perspectives. Symbols and
anomalies are very important during its use. Inferences are not so
much used for coming to conclusions, but to open up new ways of
inquiry. When inference is studied from this aspect, it is further divided
into two types: inductive and deductive inference.

Examples of Inference in Literature

The Great Gatsby (By F. Scott Fitzgerald)

“It was after we started with Gatsby toward the house that the
gardener saw Wilson’s body a little way off in the grass, and the
holocaust was complete.”

The above excerpt is one of the examples of inference from

literature. After reading this line from The Great Gatsby, by F. Scott
Fitzgerald, a reader who is smart enough to make a quick inference
will simultaneously understand that Gatsby’s life has ended. The most
significant part of this sentence is that the protagonist in the novel, Mr.
Gatsby, has been murdered.
The function of inference is important, not only in literature, but
in daily life to make sense of things people say and do. The skills
inference teaches us are not only required to make out the underlying
meanings of phrases and arguments, but also to perceive the implicit
concealed meanings that enhance the overall quality of
communication.

C. Critical or applied comprehension: -- Sometimes stated as “reading

beyond the lines,” this level requires you to integrate your own thinking
with the facts from the text. Consequently, you evaluate and apply
information and ideas from the printed page to your own experiences
and judgment. It concerns skills such as the abilities to distinguish fact
from opinion and fantasy from reality and to detect propaganda
techniques.

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D. Creative comprehension: -- This most advanced level calls for you
to develop original ideas based on the pages read. You must use
divergent thinking skills as you ponder new or alternative solutions to
problems or crises presented by the writer. You can write new endings
to familiar folktales such as Early’s Sleeping Beauty (1993), or write
epilogues to chapter books such as Monjo’s The Drinking Gourd: A
Story of the Underground Railroad (1983).

The Road Not Taken

Robert Frost, 1874 – 1963

Two roads diverged in a yellow
wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I
could
To where it bent in the undergrowth;
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to
way,
I doubted if I should ever come
back.

Then took the other, as just as fair,
And having perhaps the better
claim,
Because it was grassy and wanted
wear;
Though as for that the passing there
Had worn them really about the
same,
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and
I—
I took the one less traveled by,
And that has made all the
difference.

Passage 1

Older people who reflect on the happiness of youth often forget all about
examinations, just as we tend to push all unpleasant things out of mind. All young
people who aspire to reach any worthwhile position in life are committed to the
examination system from the age of 9 or 10, until the early 20s, if the university
training or technical college is included. Examinations are a series of hurdles to be
jumped until the weary student finally reaches the winning post -- job. At any rate,
most people see them this way. Nobody likes them, but nobody can suggest a
reasonable substitute for them.

The question arising, then, 'is an examination a fair test of ability?' The
answer, generally is, 'yes, it is.' There are, of course, children and young people

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whose minds 'go blank' in the examination room and those who suffer from nerves
or whose technique is bad and then they fail to do themselves justice. But too
often this talk of 'exam nerves' s a cloak for laziness or ignorance ! By the middle
teens, a child ought to make a fair showing, at more tender ages the candidate
is given every chance including an intelligence test beforehand sufficiently
elaborate to enable the school to predict results with some confidence.

Given hard and intelligent work, any normal student may expect to pass his
examination. There are, of course, helpful points such as neatness good spelling,
paragraphing, planning the paper at the beginning and so on. These will all gain
marks. But in general, providing the work is there, so will be the results.
Examinations need never be feared. They can even be enjoyed; if only in
retrospect!

ACTIVITY: ORAL RECITATION. The following questions will be asked.

I. Road Not Taken
1. What does the speaker of the poem do while traveling into
the woods?
2. What are the differences between the two roads?
3. Knowing he has to choose, what choice did the speaker
choose?
4. Looking at the last three lines, do you think the speaker
feels that he made the right decision? Support your answer.
5. What does the road symbolize?
6. Frost says he will never go back to the other road. Thinking
about why, what advice might the speaker want to convey?

II. Passage I
1. What does the writer say about “examination”?
2. What is the main idea of the passage?
3. Does the passage convey fact or opinion?
4. Do you agree that examination is a fair test of ability?
Explain your answer.

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 CHAPTER III. Applying Effective Reading Strategies

While reading our previous selection, you must have felt

confused because there were many words that you did not
understand. You might have thought that the piece you were reading
was nonsensical! You must have employed several strategies to help
you make sense of the poem. Below are some reading strategies that
you can use to increase your understanding of the text.

I. Getting an Overview of the Text

At times, it may be a good idea to survey the text as a whole

before delving deeper into each part. Whenever you want to get
the gist of the text’s content, you use previewing, skimming, and
scanning.

1. Previewing

Previewing means looking at the readily visible parts of the text,

like titles and subtitles, and also visuals and graphs, pictures, and
charts. Previewing helps familiarize you with the contents of the
selection and focus on the important information in the text. To
preview the text properly, first identify your purpose for reading. Next,
examine the titles and subtitles of the text. Afterward, browse the
introduction and the conclusion of the text. Finally, look at the visual
elements of the text. Take note of the things that interest you to better
understand the text later.

2. Skimming and scanning

Skimming the text means you look for the main point of the
reading and identify the ideas that develop it. Skimming effectively
means physically moving your eyes rapidly along the page and
tracing your finger along the lines of the text to speed up your reading.
This skill also involves quickly going through beginning and concluding
sentences of paragraphs because these usually talk about the topic
of the text.

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Meanwhile, scanning the reading is looking for specific information.
To scan the text effectively, you need to have an idea of the details
you are looking for. The instructions of your teacher or questions about
the text may help you in knowing what to scan for. This strategy also
involves physically moving your eyes quickly along the lines of text.
You do not have to read every word; just read until you locate the
details you are searching for. Scanning the text is especially useful
when doing research or taking examinations.

II. Using Context Clues

After using the previous strategies to go over the gist of the text,
you are now ready to have a closer look at some parts of the reading.
One technique to improve your reading comprehension and reading
pace is using context clues.

Context Clues are words, phrases and sentences that surround

an unfamiliar word that can help you recognize the meaning of an
unknown word because the text gives you information about it. Thus,
you can study how a word is used in a sentence and discover an
approximate definition. Getting the meaning of unfamiliar words
through context clues is a very useful process, because this allows you
to read more fluently and increases your vocabulary.

The most common types of context clues are the following:

1. Synonyms/Restatement
Synonyms are used when the text has words or phrases that are
similar in meaning to the unknown word. Though their meanings are
similar, they are not exactly the same because a word may have
different associations with it. Synonym clues may be signaled by the
following words: “like” or “as.”
Example: “Lou was sent to the Haberdashery to find a new suit.
He needed to wear one for his uncle’s wedding.” (This sentence says
that Lou can find a new suit at Haberdashery, which means it must a
place where clothes for men are sold.”

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 2. Antonyms
An antonym is a word that reveals the opposite meaning in
relation to the unknown word. When you see words like “although,”
“but,” “despite,” “instead,” “in contrast,” “unlike,” “however,” “even
though,” “on the contrary,” and “conversely,” these usually precede
antonyms because these are used to show contrasting ideas.
Example: “Lou wanted to go the Haberdashery, but Anne
wanted to shop at the boutique.”

3. Examples
Examples are specific details in a text that are used to clarify the
meaning of a word.
4. Explanations and definitions
Explanations may be given as clues to describe an unknown
term. When phrases like “because” or “that is” follow a word, these
may be explanations. Meanwhile, definitions may follow an unfamiliar
word. Terms like “is,” “means,” “is defined as,” and “refers to” are used
with definitions.
Example: “Haberdashery, which is a store that sells men’s
clothing, is becoming more common today.”
VOCABULARY TEST.
I. Context Clues. Choose the letter of your answer.
I Two roads diverged in a yellow wood, III And both that morning equally lay
And sorry I could not travel both In leaves no step had trodden black.
And be one traveler, long I stood Oh, I kept the first for another day!
And looked down one as far as I could Yet knowing how way leads on to way,
To where it bent in the undergrowth; I doubted if I should ever come back.

II Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
IV I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and
I took the one less traveled by,
And that has made all the difference.

1. Diverged means… a. b. c.
2. Undergrowth means… a. b. c.
3. Claim means… a. b. c.
4. Trodden means… a. b. c.
5. Hence means… a. b. c.

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COMPREHENSION TEST.
Read the following passages then answer the given questions:

Passage 1 – Who Was Anne Frank?

You may have heard mention of the word Holocaust in your

History or English classes. The Holocaust took place from 1939-1945. It
was an attempt by the Nazi party to purify the human race, by
eliminating Jews, Gypsies, Catholics, homosexuals and others they
deemed inferior to their “perfect” Aryan race. The Nazis used
Concentration Camps, which were sometimes used as Death Camps,
to exterminate the people they held in the camps. The saddest fact
about the Holocaust was the over one million children under the age
of sixteen died in a Nazi concentration camp. Just a few weeks before
World War II was over, Anne Frank was one of those children to die.

Before the Nazi party began its persecution of the Jews, Anne
Frank had a happy life. She was born in June of 1929. In June of 1942,
for her 13th birthday, she was given a simple present which would go
onto impact the lives of millions of people around the world. That gift
was a small red diary that she called Kitty. This diary was to become
Anne’s most treasured possession when she and her family hid from
the Nazi’s in a secret annex above her father’s office building in
Amsterdam.

For 25 months, Anne, her sister Margot, her parents, another

family, and an elderly Jewish dentist hid from the Nazis in this tiny
annex. They were never permitted to go outside and their food and
supplies were brought to them by Miep Gies and her husband, who
did not believe in the Nazi persecution of the Jews. It was a very
difficult life for young Anne and she used Kitty as an outlet to describe
her life in hiding.

After 2 years, Anne and her family were betrayed and arrested
by the Nazis. To this day, nobody is exactly sure who betrayed the
Frank family and the other annex residents. Anne, her mother, and
her sister were separated from Otto Frank, Anne’s father. Then, Anne

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and Margot were separated from their mother. In March of 1945,
Margot Frank died of starvation in a Concentration Camp. A few
days later, at the age of 15, Anne Frank died of typhus. Of all the
people who hid in the Annex, only Otto Frank survived the Holocaust.

Otto Frank returned to the Annex after World War II. It was there
that he found Kitty, filled with Anne’s thoughts and feelings about
being a persecuted Jewish girl. Otto Frank had Anne’s diary published
in 1947 and it has remained continuously in print ever since. Today, the
diary has been published in over 55 languages and more than 24
million copies have been sold around the world. The Diary of Anne
Frank tells the story of a brave young woman who tried to see the
good in all people.

Questions:
1. From the context clues in the passage, what does the word Annex
mean?
a. Attic c. Basement
b. Bedroom d. Kitchen

2. Why do you think Anne’s diary has been published in 55

languages?
a. So everyone could understand it.
b. So people around the world could learn more about the horrors of
the Holocaust.
c. Because Anne was Jewish but hid in Amsterdam and died in
Germany.
d. Because Otto Frank spoke many languages.

3. From the description of Anne and Margot’s deaths in the passage,

what can we assume typhus is?
a. The same as starving to death.
b. An infection the Germans gave to Anne.
c. A disease Anne caught in the concentration camp.
d. Poison gas used by the Germans to kill Anne.

4. In the third paragraph, what does the word outlet mean?

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a. A place to plug things into the wall
b. A store where Miep bought cheap supplies for the Frank family
c. A hiding space similar to an Annex
d. A place where Anne could express her private thoughts.

Passage 2. The Life of Helen Keller

Many people have heard of Helen Keller. She is famous

because she was unable to see or hear, but learned to speak and
read and went onto attend college and earn a degree. Her life is a
very interesting story, one that she developed into an
autobiography, which was then adapted into both a stage play and
a movie. How did Helen Keller overcome her disabilities to become
a famous woman? Read onto find out.

Helen Keller was not born blind and deaf. When she was a
small baby, she had a very high fever for several days. As a result of
her sudden illness, baby Helen lost her eyesight and her hearing.
Because she was so young when she went deaf and blind, Helen
Keller never had any recollection of being able to see or hear. Since
she could not hear, she could not learn to talk. Since she could not
see, it was difficult for her to move around. For the first six years of her
life, her world was very still and dark.

Imagine what Helen’s childhood must have been like. She

could not hear her mother’s voice. She could not see the beauty of
her parent’s farm. She could not recognize who was giving her a
hug, or a bath or even where her bedroom was each night. More
sad, she could not communicate with her parents in any way. She
could not express her feelings or tell them the things she wanted. It
must have been a very sad childhood.

When Helen was six years old, her parents hired her a teacher
named Anne Sullivan. Anne was a young woman who was almost
blind. However, she could hear and she could read Braille, so she
was a perfect teacher for young Helen. At first, Anne had a very
hard time teaching Helen anything. She described her first impression

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of Helen as a “wild thing, not a child.” Helen did not like Anne at first
either. She bit and hit Anne when Anne tried to teach her. However,
the two of them eventually came to have a great deal of love and
respect.

Anne taught Helen to hear by putting her hands on people’s

throats. She could feel the sounds that people made. In time, Helen
learned to feel what people said. Next, Anne taught Helen to read
Braille, which is a way that books are written for the blind. Finally,
Anne taught Helen to talk. Although Helen did learn to talk, it was
hard for anyone but Anne to understand her.

As Helen grew older, more and more people were amazed by

her story. She went to college and wrote books about her life. She
gave talks to the public, with Anne at her side, translating her words.
Today, both Anne Sullivan and Helen Keller are famous women who
are respected for their lives’ work.

Questions:
1. Helen Keller could not see and hear and so, what was her
biggest problem in childhood?
a. Inability to communicate c. Inability to play
b. Inability to walk d. Inability to eat

2. Helen learned to hear by feeling the vibrations people made

when they spoke. What were these vibrations were felt?
a. Mouth c. Ears
b. Throat d. Lips

3. From the passage, we can infer that Anne Sullivan was a

patient teacher. We can infer this because
a. Helen hit and bit her and Anne still remained her teacher.
b. Anne taught Helen to read only.
c. Anne was hard of hearing too.
d. Anne wanted to be a teacher.

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4. Helen Keller learned to speak but Anne translated her words
when she spoke in public. The reason Helen needed a translator was
because
a. Helen spoke another language.
b. Helen’s words were hard for people to understand.
c. Helen spoke very quietly.
d. Helen did not speak but only used sign language.

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PART II

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 UNIT I
What is writing?
Learning Targets:

At the end of the lesson, students will be able to:

 To know some definitions of writing;

 To identify the things to be considered before writing
 To distinguish how to choose the right topic
 To write own definition of writing

References: 1. Masorong, S. et. al. Writing in the Discipline:

Workbook. Marawi City: MSU.
2. What is writing? (n.d.) Retrieved on July 15, 2015 from
https://www.englishclub.com/what-is-writing

CHAPTER 1 DEFINITIONS OF WRITING

“A writer writes not because he is educated but because he is driven

by the need to communicate. Behind the need to communicate is
the need to share. Behind the need to share is the need to be
understood.” (Leo Rosten)

1. Writing is the process of using symbols (letter

of alphabet, punctuation and spaces) to communicate thoughts and
ideas in a readable form (https://www.englishclub.com/what-is-
writing).

2. Writing generally gives people a chance to

show their emotions and feelings. Writing comes in many forms like
writing fiction, essays, diaries, journal, reports, letters and the like
(Masorong, 2014).

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Writing Task:
Write your own definition of “writing.”
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CHAPTER 2 THE WRITING PROCESS

Paragraphs, sentences, clauses and transitions are very

important aspects of a good piece of writing, but they are only part
of what you need to know or do in order to write well. In fact, a
successful piece of written work starts with its planning and ends as
the final version on a piece of paper to give the teach-er. These
stages, and the stages in between, are called The Writing Process.

"The most important thing that you can do this year to become a
better writer is to understand and follow the steps of the writing
process. "

Task 1: Following is a short composition summarizing the Writing

Process. Your task is to read it and write below it the 5 stages of the
writing process.

No student (and no teacher) can sit down and write a good

composition in a single step. If you want to be sure of getting a

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good grade for an extended piece of writing, you should follow
the steps of the writing process.

The first step of the writing process is called pre-writing. In this

step you plan your work. Often you start by brainstorming, letting
ideas come into your head at random and writing them down
quickly. You think about what you want to include in your writing
and then find out more information about it, for example, by
researching in the library or on the internet, or by asking questions.
A very important final part of pre-writing is the outline.

The second step is drafting. (Some teachers call this

composing.) This is when you write your first or rough draft. You use
your outline to do a first, quite quick piece of writing without
worrying too much at this stage about grammar or spelling.

When you have finished your first draft, it is time for revising. In
this third stage you read through your work to make sure that it
makes sense and is what the teacher wants. This is where you make
larger changes if necessary; for example moving paragraphs,
rewriting the conclusion, etc.

The fourth step is called editing. In this step you check things
like spelling, grammar and punctuation. If writing on a computer,
you should always run the spellcheck (again) at the end of this
stage.

Finally comes the stage known as presenting. This is when you

put your writing into a form, usually on paper, that looks attractive
to read.
If you follow the stages of the writing process and remember the
UDS method, you can be sure of getting good grades for your
written work.

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TASK: Jot down the five steps in the writing process.

1. ____________ 2. ____________
3. ____________
4. ____________ 5. ____________

CHAPTER 3 FIVE ELEMENTS OF GOOD WRITING

ELEMENT 1: PURPOSE

By PURPOSE, we mean your awareness as a writer of what you

want to do, and how in general you want to do it. Your purpose will
influence how you present yourself in your essay and how you handle
your topic. Your purpose affects the whole approach to writing: how
you organize materials, how you begin, whether you state or imply
your thesis, what words you choose for each sentence, what specific
details you select, as well as how you conclude.

Therefore, for every piece of writing you do, ask yourself why you
are exerting all this energy to do it. It may be because your teacher
or your boss told you. But what is the reason that makes writing worth
doing? You will write for some definite purpose – TO INFORM, TO
ENTERTAIN, TO PERSUADE OR TO DESCRIBE.

PREPARING TO PAINT A MURAL

(1) Painting a mural can be a very rewarding activity,

but the artist should do a lot of preparation before getting
started. (2) First, he or she needs to choose the best location.
(3) Will the mural be indoors or outdoors? (4) This answer will
have an impact on the size of the mural and the types of
paint used. (5) After picking the location, the artist will
choose the actual design of the mural. (6) The design

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influences the amount of paint and the types of brushstrokes
that will be applied to the wall. (7) Some visuals can be
better presented with spray paint while others benefit from a
roller or traditional brushes. (8) Finally, the artist needs to
choose the size and the proportion of the visual. (9) This can
be done by practicing with small-scale representations of
the mural. (10) After these things are completed, the process
of creating the work of art can begin.

TASK. Answer the following questions based on the paragraph from

the previous page.

1. What is the writer’s purpose for writing this paragraph?

a. To inform b. To persuade c. To entertain d.
to describe
b.
2. Which sentence is not consistent with the purpose of the
paragraph?
a. sentence 3 b. sentence 6 c. sentence 9
d. none

3. Which sentence best expresses the purpose of the

paragraph?
a. sentence 1 b. sentence 2 c. sentence
8 d. sentence 10

ELEMENT 2: AUDIENCE

The second element of good writing is to keep your audience in

mind as you write. The term audience refers to the readers. Good
writers know who their audience is before they start writing. Good
writers keep their audience in mind as they write every sentence in
their paragraph.

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 Audience is just as important to shaping your writing as your
choice of persona and purpose. Before you start writing, you should
describe for yourself the people you are writing to: are these people
stranger? How much do you expect them to know about your topic?
Do they have a common background, or are they of different ages
and educational levels? Will they sympathize with your position? Or
they will be hostile? Writing is a lonely act, but if you create a mental
picture of your readers to guide you, you can make writing less lonely.

Choosing Person in Formal or Informal Writing

Most of the writing that you do for school is considered formal

writing. In most cases, academic writing uses formal techniques in the
third person. If you are unsure about the formality level of an
assignment, ask your instructor for more details.
Certain topics work better using a particular person (first, second, or
third). Here are some examples of topics, the person you can use for
each, and the level of writing.

Type of Writing Person Level of Writing

1. A paragraph about the importance of voting Third Formal
2. A letter to your best friend First and/or second Informal
3. A description of your best vacation First Formal or informal,

TASK: Identifying Audience

Read each topic and decide whether it requires first, second,

or third person. Then decide whether the writing should be formal
or informal. There may be more than one correct answer.

Type of Writing Person Level of Writing

1. An e-mail to your cousin __________ ____________

2. A paragraph about the first __________ ____________
Olympic Games
3. A paragraph about your trip to Mexico __________ ____________

25
4. A paragraph telling how to bake bread _________ _______
5. A paragraph telling why you would
make a good class leader __________ ____________

ELEMENT 3: CLARITY

Clarity refers to how easy it is for the reader to understand your

writing. Good writers explain their points clearly. Clear sentences are
not vague or indirect; they get the point across to the reader by using
specific, concise language.
Here are two ways that you can improve clarity:
 Use descriptive (or precise) words
 Use clear pronoun references

Using Clear, Descriptive Language

Using clear, descriptive language improves clarity in a paragraph. It

helps the reader see accurately the person or thing the writer is
describing. Avoid vague and unclear words, such as good and nice.
Instead choose clear and precise words.

Adding adjectives or prepositional phrases can make your

sentences more specific and descriptive to improve the clarity of
your writing.

Original: The soldiers slowly crossed the river.

More specific: The soldiers slowly crossed the dangerous river.
The soldiers slowly crossed the river in the dark.
The soldiers slowly crossed the dangerous river in the
dark.
The tired soldiers slowly crossed the dangerous river in
the dark.

26
TASK. Choosing Clear and Precise Words

Suggest three alternative words that are more descriptive or

precise than the adjectives that are given. Use a dictionary or
thesaurus to find appropriate adjectives.

1. good _____________ _____________

2. bad _____________ _____________
3. fun _____________ _____________
4. big _____________ _____________
5. small _____________ _____________

ELEMENT 4: UNITY
Unity in a paragraph means that all the sentences are related to
the topic sentence and its controlling idea. Good writers stay on topic
by making sure that each supporting sentence relates to the topic
sentence.
To achieve this:
a. Determine the idea you want to develop;
b. Express this idea in a topic sentence that can be
developed according to your purpose;
c. Support the topic sentence with sentences that develop
the idea;
d. Do not include any details that do not belong or relate
to the main idea.

Consider the given paragraph:

(1) Butterflies have various ways of protecting themselves from

their enemies. (2) Some butterflies can fly swiftly, darting away
before they are caught. (3) Others hide from their enemies in grass or
leaves. (4) Birds are also protected by their ability to fly, run or hide.
(5) Many butterflies have colors that help them blend in their
surroundings. (6) Some are poisonous or have unpleasant flavor. (7)
The monarch butterfly has bright colors that warn their enemies of its

27
bad flavor that makes it undesirable as food. (8) Still other butterflies
are protected because their coloring resembles that of the
monarch.

ELEMENT 5: COHERENCE

A piece of writing has coherence when all of the ideas are

organized and flow smoothly and logically from one to the next
without sudden shifts or gaps of thought. When a paragraph or essay
has coherence, the reader can follow the main ideas more easily.

Three important features of coherence are:

 logical order
 repetition of key words
 use of transitional words and phrases
 use of the methods of paragraph development

Consider the given paragraphs:

(1) It has always been my life-long dream to be a teacher. I like to

be with kids and be the person to develop their young minds. My
mother and father have disagreements with what I want to be. While
my mother supports me, my father wants me to be a doctor.

(2) It has always been my life-long dream to be a teacher. I like to

be with kids and be the person to develop their young minds.
However, my mother and father have disagreements with what I
want to be. While my mother supports me, my father wants me to be
a doctor.

The transitional word ‘however’ maintains coherence in the

paragraph even if two ideas are presented.

28
 UNIT II
Thesis Statement
Learning Targets:
At the end of the lesson, students will be able to:
 To know how to make a thesis statement
 To write a thesis statement

References: 1. Thesis Statements- Practice 1. (n.d.) Retrieved July

25, 2016 from http://schoolwires.henry.k12.ga.us/cms/lib08
2. Masorong, S. et. al. Writing in the Discipline: Workbook. Marawi City:
MSU.

CHAPTER 1 What is a THESIS STATEMENT?

It is a statement (in a complete sentence) that summarizes the

central idea of the paper.
1. By convenience and custom, it is usually the FIRST SENTENCE of
the opening paragraph.
2. It is the CENTRAL IDEA for which the writer INTENDS to ARGUE.
3. It is a road map for the paper; in other words, it tells the reader
what to expect from the rest of the paper.
4. It is usually a SINGLE sentence somewhere in your first paragraph
that presents your argument to the reader.
5. A thesis is a direct statement that explains the topic of your essay,
what you believe about that topic, and why you believe it.
A thesis statement is made up of THREE DIFFERENT PARTS. Every thesis
needs these three things:

1. Identification (What is the topic you are talking about?)

2. Claim (What do you believe about the topic?)
3. Direction (What are the 3 main reasons you can support your
claim? This will basically outline the body paragraphs
of your essay.)

THESIS STATEMENT = Identification of Topic + Claim + Direction

29
For example:

ID-Identify topic Claim-What you Direction-3 general reasons you

believe believe your claim is true
Sports offered in - Teach social skills
high school They have a - Teach time-management
positive influence. - Provide exercise and teach
benefits of hard work

Thesis Statement:
High school sports unquestionably have a positive influence on high school
students because they teach social skills, reinforce time-management skills,
provide exercise and show the benefits of hard work.
TASK. Write your own thesis statement based on the question below.
Writing Prompt: Should cell phones be banned in high schools?

ID-Identify topic Claim-What you believe Direction-The general

reason you believe your
claim is true

Thesis:

CHAPTER 2 APPROACHES USED IN DEVELOPING THESIS

STATEMENTS

1. PRO OR CON APPROACH. It is an approach used to state whether

a person is FOR or AGAINST an issue.

Example: High school graduates should be required to take a year

off to pursue community service projects before entering college in
order to increase their maturity and global awareness.

30
2. DESCRIPTIVE APPROACH. It is an approach used to give readers a
more vivid topic by picturing out the person, thing, idea, or event.

Example: The song soothes me like a lullaby does to a baby or like a

warm hug does to a person.

3. EXPLANATORY APPROACH. It is an approach used to explain facts

or details by giving examples or clarifications.

Example: The life of typical college student is characterized by the

time spent in studying, attending classes, and socializing with peers.

4. COMPARATIVE/CONTRASTIVE APPROACH. It is an approach used to

show either the similarities or differences of two ideas, persons, things,
or events; at times, both are used.

Example: While both Northerners and Southerners believed they

fought against tyranny and oppression, Northerners focused on the
oppression of slaves while Southerners defended their own rights to
self-government.

5. CAUSE AND EFFECT APPROACH. It is an approach used to show

what causes a phenomenon and/or what its effect.

Example: The conflict between the Philippines and China revived

many old misunderstandings which in return affects the overseas
workers from both countries.
6. ANALYTICAL APPROACH. It is an approach used to give explanation
by laying out logical or investigative details.

Example: Noli Me Tangere and El Filibusterismo triggered the Filipinos

to revolt against the Spaniards because Dr. Jose Rizal showed the
injustices and cruelty of the Friars.

31
TASK:

Formulate thesis statements based on the topics given below:

1. Positive effects of using gadgets in teaching

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________________________________

2. K-12 Implementation
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________________________________

3. Differences between a genius and intelligent

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________________________________

4. Self-defense for women

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________________________________

5. Advantages of Online Schools

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________________________________________________

32
 UNIT III
Paragraph Coherence
Learning Targets:
1. To distinguish what is coherence
2. To use transitional words/phrase in a sentence
3. To contrast explicit and implicit
4. To identify the placement of topic sentences
5. To identify the primary and secondary support
6. To identify and to determine the correct structure of a sentence
7. To reconstruct nonparallel structures into parallel structures

References: Marco, C. (2008). The Communications Centre. Mohawk

College.
Masorong, S. et. al. Writing in the Discipline: Workbook. Marawi City:
MSU.
Forlini, G. et.al (2010). Grammar and Composition. Philippines Pearson
Education South Asia Pte Ltd.

Coherence is just another name for continuity. In writing, it

means that the idea should move steadily in a straight smooth line
from the starting point to the end of the paragraph. Specifically,
coherence means 1) that the arrangement of the ideas in the
composition must be orderly and 2) that the various parts must be
properly connected to one another.

CHAPTER 1 Unity and Coherence through Topic Sentence

Topic Sentence: The Controlling Idea

Examples: Traveling by train has several advantages over traveling

by plane.
A number of methods for combating stress are now in use.

33
Tips to remember:
1. Whether you include your controlling idea in the subject or in
the predicate make certain that every topic sentence you write does
contain a key word or group of words that expresses a dominant idea.
2. A controlling idea will help you to limit your subject.
3. Avoid the kind of broad, general topic sentence that tempts
you to include variety of details related to the central idea but
unnecessary to mention in your writing.

Which topic sentence is correct?

1. a. Pollution presents a real problem today.
b. Air and water pollutions threaten the health and safety of mankind
today.
c. Air and water pollutions are real problems today.

2. a. Monica’s wit, friendliness and poise make her a popular lady.

b. Monica has a fabulous personality.

CHAPTER 2Kinds & Placement of the Topic Sentence

1. Explicit Topic Sentence (The topic sentence can be found within

the paragraph.)

a. Topic sentence at the beginning.

A language is indeed like a machine. When a machine is

put together wrong, or when important parts of the machine are
left out, it doesn’t work very well. Sometimes, it will not work at
all. Language is something like this. If parts of the language are
put together wrong, or if parts are different, the language
doesn’t work.

34
b. Topic sentence in the middle.

A volcano is active when it erupts occasionally. Of the 46

known in the Philippines, 12 are considered active. Volcanoes
can be classified according to activity. A volcano which erupts
and then enters a period of inactivity is considered dormant.
And if the volcano has shown inactivity for a very long period of
time, it is considered extinct.

c. Topic sentence at the end.

Poetry is not just subject matter. Subject matter does not

make poetry. It is poetry that makes subject matter. A poem
does not explicitly state its meaning. The reader is supposed to
sense it, feel it. The language does not tell. The real meaning lies
behind the language. The understanding of poetry involves a
deeper analysis of subject matter and language.

2. Implicit Topic Sentence (The topic sentence cannot be

found within the paragraph. The reader should create
his/her own topic sentence based on the universal idea of
the paragraph.)

There was this young waitress again. With either her boyfriend
or someone close, because they were involved in conversation.
And there was this familiar sign again, but we paid no attention
to it. She looked up at us and she sort of --- it wasn’t what she
said, it was just a gesture. A sort of gesture of total rejection. Her
hand, you know, and the way she turned her face away from us.
She said, “Whattaya want?” So we told her we’d like to buy two
hamburgers. She sort of laughed, a sarcastic sort of laugh. And
she said, “Oh, we don’t sell to Mexicans. Why don’t you go
across to a Mexican town, you can buy ‘em over there.” And
then she turned around and continued her conversation.

Topic Sentence: Discrimination is still existing today.

35
TASK: Identify whether the topic sentence is explicit or implicit. If it is
explicit, underline the topic sentence and identify whether it is at the
beginning, middle, or end; and if it is implicit, create your own thesis
statement.

1. Constructing a wedding cake is a complicated process. Before

any baking takes place, the size of the cake and the decorative
design to be used must be determined. Then the layers are baked. On
a large cake the bottom layers may be as much as sixteen inches in
diameter. Because of their size, these layers must be baked one at a
time, a process which may actually take an entire day. Once the
layers are cooled, same-size pairs are matched and frosted. Since
large wedding cakes are surprisingly heavy, half-inch dowel rods must
be measured, cut, and carefully driven into the bottom layers. These
wooden posts provide hidden support for the weighty upper layers.
When all the layers are set in place, flowers, garlands and leaves of
frosting are added. These delicate touches individualize the wedding
cake and transform it from merely a cake into a culinary work of art.
_____________________________:
__________________________________________________________________
__________________________________________________________________
_________________________________________

2. People do it everyday. They log on to their favorite website and

browse for hours, checking out bargains. They dump every possible
wish into their shopping carts, knowing they can cast each one aside
before they finalize their purchases. On the way, they may enter a
sweepstakes in the hopes of winning a trip to Cabo San Lucas, or
maybe even a new SUV. And then, when they have decided on their
purchases, they enter private information without giving it a thought.
With a keystroke, they release their personal data into what may or
may not be a secure zone. Despite what much of the public believes,
internet shopping is not safe.
____________________________:
__________________________________________________________________
__________________________________________________________________
_____________________________________________

36
3. When a camera flash is used in a low-light environment, the
subject's eyes may appear red in the finished photograph. What is
known as "red-eye" is the result of light from the flash reflecting off the
pupils of the eyes. The phenomenon of red-eye can be lessened by
using the red-eye reduction feature found on many SLR cameras. This
feature activates a lamp which shines a small light directly into the
subject's eyes. When this happens, the diameter of the pupil is
reduced, thus tightening the opening in the iris. Since a smaller pupil
means a smaller host for the reflection, the chances of red-eye
occurring are greatly reduced.

_____________________________:
__________________________________________________________________
__________________________________________________________________
_____________________________________________

CHAPTER 3 SUPPORTING DETAILS [MAJOR and MINOR DETAILS]

Primary support are major details that relate directly to the

main idea of the paragraph while secondary support are minor
details that explain and clarify the primary support.

Note:
The underlined sentence is the MAIN POINT of the paragraph
(Sentence #1)
The bolded sentences are MAJOR SUPPORTING DETAILS (Sentences
2, 5, and 7)
The italicized sentences are MINOR SUPPORTING DETAILS (Sentences
3, 4, 6, and 8)

EXAMPLE:

1“There are many factors that contribute to student success in

college. 2The first factor for success is having a goal in mind before
establishing a course of study. 3The goal may be as general as
wanting to better educate oneself for the future. 4A more specific

37
goal would be to earn a teaching credential. 5 A second factor
related to student success is self-motivation and commitment. 6A
student who wants to succeed and works toward that desire will find
success easily as a college student. 7A third factor linked to student
success is using college services. 8Most beginning college students
fail to realize how important it can be to see a counsellor or consult
with a librarian or financial aid officer.”

TASK: Write on the blank space provided for each sentence if it is the
TOPIC SENTENCE, the MAJOR DETAIL and the MINOR DETAIL.

(A) “1There are three reasons why Canada is one of the best
countries in the world. 2First, Canada has an excellent health care
system. 3All Canadians have access to medical services at a
reasonable price. 4Second, Canada has a high standard of
education. 5Students are taught by well-trained teachers and are
encouraged to continue studying at university. 6Finally, Canada's
cities are clean and efficiently managed. 7Canadian cities have
many parks and lots of space for people to live. 8 As a result, Canada
is a desirable place to live.”

Sentence#1______________
Sentence#2______________
Sentence#3______________
Sentence#4______________
Sentence#5______________
Sentence#6______________
Sentence#7______________
Sentence#8 ______________

38
(B) (1) Living in an apartment while attending college is
advantageous for many students because it helps them to develop
maturity. (2) For one thing, it promotes self-reliance. (3) To manage the
apartment living successfully, students have to do their own laundry,
clean up their own messes and buy and cook their own food. (4) They
must also learn to budget their money and spend it wisely. (5) And
second, living in an apartment stimulates pride of ownership. (6)
Decorating and furnishing an apartment requires thought and taste in
purchasing and arranging furniture and accessories. (9) By doing
these, students learn to value and to take care of their possessions.

Sentence#1______________
Sentence#2______________
Sentence#3______________
Sentence#4______________
Sentence#5______________
Sentence#6______________
Sentence#7______________
Sentence#8 ______________
Sentence#9 ______________

CHAPTER 4 TRANSITIONAL WORDS AND PHRASES

Learning Targets: 1. To identify the different transitions

2. to use the different transitions in a sentence
Reference: Retrieved August 1, 2016 from
http://www.mdc.edu/kendall/collegeprep/documents2.pdf

Transitional words and phrases connect and relate ideas, sentences,

and paragraphs. They assist in the logical flow of ideas as they signal
the relationship between sentences and paragraphs. In prose, the
material is supported and conditioned not only by the ordering of the
material (its position) but by connectives which signal order,
relationship and movement.
Some of the more commonly used connectives are listed below. Note
especially how these connections function to develop, relate,
connect and move ideas.

39
To signal addition ofand, also, besides, further, furthermore, too,
ideas moreover, in addition, then, of equal
importance, equally important, another
To signal time next, afterward, finally, later, last, lastly, at last,
now, subsequently, then, when, soon,
thereafter, after a short time, the next week
(month, day, etc.), a minute later, in the
meantime, meanwhile, on the following day, at
length, ultimately, presently
To signal order or first, second, (etc.), finally, hence, next, then,
sequence from here on, to begin with, last of all, after,
before, as soon as, in the end, gradually
To signify space and above, behind, below, beyond, here, there, to
place the right (left), nearby, opposite, on the other
side, in the background, directly ahead, along
the wall, as you turn right, at the tip, across the
hall, at this point, adjacent to
To signal an for example, to illustrate, for instance, to be
example specific, such as, moreover, furthermore, just as
important, similarly, in the same way
To show results as a result, hence, so, accordingly, as a
consequence, consequently, thus, since,
therefore, for this reason, because of this
To signal purpose to this end, for this purpose, with this in mind, for
this reason, for these reasons
To signal like, in the same (like) manner or way, similarly
comparisons
To indicate contrast but, in contrast, conversely, however, still,
nevertheless, nonetheless, yet, and yet, on the
other hand, of course, on the contrary, or, in
spite of this, actually, a year ago, now,
notwithstanding, for all that, strangely enough,
ironically
To signal although, though, while, despite, to be sure, it is
alternatives, true, true, I grant, granted, I admit, admittedly,
doubtless, I concede, regardless

40
exceptions,and
objections

To dispute it isn’t true that, people are wrong who say that,
deny that, be that as it may, by the same token,
no doubt, we often hear it said, many people
claim, many people suppose, it used to be
thought, in any case

To intensify above all, first and foremost, importantly, again,

to be sure, indeed, in fact, as a matter of fact,
as I have said, as has been noted

To summarize or in summary, to sum up, to repeat, briefly, in

repeat short, finally, on the whole, therefore, as I have
said, in conclusion, as you can see

TASK:
Encircle the letter of the word that correctly identifies the appropriate
transition word or phrase. Then underline the kind of transition you
have used.

1. __________ the invention of television, people probably spent more

of their leisure
time reading.
a. Nevertheless b. Because c. Before

2. If you’re having company for dinner, try to get as much done in

advance as possible. __________, set the table the day before.
a. For instance b. In contrast c. Similarly

3. __________ I’m very allergic to flowers, my boyfriend bought a

bouquet of roses.
a. Until b. Because c. Even though
4. My grandfather loves to say, “You’re as nervous __________ a long-
tailed cat in a roomful of rocking chairs.”

41
a. after b. as c. as a result

5. __________ Manny’s car stereo was on full blast, I could see his lips
moving, but I had no idea what he was saying.
a. Moreover b. Because c. Just as

CHAPTER 5 PARALLELISM

PARALLELISM is the placement of equal ideas in words, phrases,

or clauses of similar types.It is phrasing important ideas in the same
grammatical structures in order to ensure continuity within a
paragraph.

NONPARALLEL STRUCTURE PARALLEL STRUCTURE

He is a brilliant strategist, a caring He is a brilliant strategist,
mentor, a caring mentor, and a
adjectives wise friend.
and a wisely friend.
Adverb
Planning, drafting, and revision are Planning, drafting, and
(Gerund Gerund Noun) revising are the three
steps in the writing
the three steps in the writing process.
process.
I was appalled to see her manners, I was appalled to see her
to hear her manners, to hear her
(Infinitives) bad language, and to
feel her intense
bad language, and feeling her animosity.
intense animosity.
( Gerund)
My salary is higher than my wife. My salary is higher than
(an object) (a person) my wife’s.
(to show possession, put
apostrophe and s)

42
Tina was brushing her hair, Tina brushed her hair,
Past progressive freshened her lip-gloss,
and took deep breaths.
freshened her lip-gloss, and took
deep breaths.
Past tense

TASK: Try reconstructing the nonparallel sentences into parallel

structures. Write your answers on the space provided below.

NONPARALLEL STRUCTURE PARALLEL STRUCTURE

1. The dolls were Russian, one from
Japan, and Vietnamese.
2. I love gardening and to read a
book.
3. Noli’s family always find time to
play their favorite sports, to do chores
at home and going on a picnic.
4. I would choose reading a book
over a television show.
5. Laughing together, sharing one
another’s problems, and to overlook
faults--- these make true friends.

CHAPTER 6 VOICE

The following guidelines should help you maintain a formal writing

voice in your essays.

1. Do not use FIRST-PERSON PRONOUNS ("I," "me," "my," "we," "us," etc.).
Using these expressions in analytical and persuasive essays can make
the writing wordy, can make the writer seem less confident of his or
her ideas, and can give the essay an informal tone. Use of first-person
pronouns is unnecessary in the kinds of essays you are writing for the
course. Readers will know that they are reading your thoughts, beliefs,

43
or opinions, so you do not need to state, "I think that," "I believe that,"
or "in my opinion." Simply delete these expressions from sentences,
and you will be left with stronger sentences.
Example:
X I think that this character is confused.
 This character is confused.
Note: (The second sentence is less wordy, sounds more formal, and
conveys a more confident tone.)
"One," "the reader," "readers," “the researcher,” "the viewer," or
something similar sometimes can be used effectively in place of first-
person pronouns in formal papers, but be careful not to overuse these
expressions. You want to sound formal, not awkward and stiff.
Example
X I can sense the character's confusion.
 Readers can sense the character's confusion.

3. Avoid addressing readers as "YOU."

Addressing readers using second-person pronouns ("you, your") can

make an essay sound informal and can bring assumptions into an
essay that are not true. A student once wrote in her essay, "If you wear
a tube top, guys might think that you are easy." I wondered why the
student would think that I, a male, would wear a tube top. As with first-
person pronouns, second-person pronouns can be replaced by words
such as "one," "the reader," "readers," and "the viewer."

3. Avoid the use of CONTRACTIONS.

Contractions are shortened versions of words that use apostrophes in
place of letters, such as "can't," "isn't," "she's," and "wouldn't." The more
formal, non-contracted versions are "cannot," "is not," "she is," and
"would not." You might be surprised by how much better a sentence
can sound if non-contracted versions of the words replace the
contractions.
Example
The character isn't aware that he's surrounded by people he can't
trust.

44
The character is not aware that he is surrounded by people he cannot
trust.
Making your writing more formal by avoiding contractions is easy: just
find the contractions and replace them with the non-contracted
versions of the words.

4. Avoid COLLOQUIALISM and SLANG EXPRESSIONS.

Colloquial diction is informal language used in everyday speech
and includes such words as "guys," "yeah," "stuff," "kind of," "okay," and
"big deal." Highly informal diction, such as "freak out" and "dissing," falls
into the category of "slang." While slang words often are vivid and
expressive.

CHAPTER 7 ORDER

There are many ways to organize a paragraph. Here are just a few:
1. Chronological: the order of events, or time order

This morning was crazy. My alarm clock was set for PM instead of
AM, so I woke up really late. I just threw on some clothes and ran out
the door. I rode my bike as fast as I could and thought that I was going
to be late for sure, but when I got there everyone was outside and
there were firetrucks all lined up in front of school. I guess somebody
pulled the fire alarm before class started. It worked out though,
because nobody really noticed or minded that I was tardy.

2. Spatial: looking at how things are arranged in a space

(descriptive)

The Eiffel Tower is divided into three sections. The lowest section
of the tower contains the entrance, a gift shop, and a restaurant. The
middle section of the tower consists of stairs and elevators that lead
to the top. The top section of the tower includes an observation deck
with a spectacular view of Paris.

45
3. Emphatic: details presented in their order of importance or for
emphasis

After looking at all the brochures and talking to several salesmen,

I decided to purchase an SLR camera. For several years I had been
dissatisfied with the results I was getting from my point-and-shoot
camera. The framing was imprecise and the focus was not always
accurate. I had planned a vacation to an area that promised many
fabulous photo opportunities, and I wanted to capture each one with
accuracy. But the most important reason I decided on the SLR
camera was the great versatility it offered.

4. Cause and Effect: a certain situation causes--- or results from---

another

One of the reasons for calling some people immature is that

they are incapable of confronting defeat, tragedy, or
unpleasantness of any kind. Such persons usually cannot endure
the “unhappy ending” even in a set of symbolic experience.
Hence, the widespread passion for happy endings in popular
literature, so that even stories about unhappy events have to be
made, in the end, “to come out all right.” The immature constantly
need to be reassured that everything will always come out right.

5. Comparison/Contrast: examining the similarities or differences

between things.

Drama and fiction are alike in several aspects. Both present a

series of related actions which forms a plot. Both are deeply
concerned with characterization. Both place emphasis upon setting.
And both types develop a central theme.

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TIPS IN PARAGRAPH ORGANIZATION

1. Find the topic sentence. It usually contains the main idea or

the main topic.
2. Next find the supporting sentences that support that topic
sentence.
3. Find the concluding sentence or the closing sentence. It
usually the final thought or conclusion and marks the end of the
article, paragraph or story.

EXAMPLE: Passage 1

4 a. This will be one of your tickets to land a job in the government.

2 b. That is why many people apply to take the Career Service
Examination.
3 __c. If you passed the exam, you will get a certificate of eligibility.
1 d. Career Service Eligibility is a major requirement to apply
for a job position in the government

TASK:
Order the following sentences. 1 comes first and 4 comes last.

Passage 2
_______ a. Others don’t realize yet what to pursue because they have
many dreams.
_______ b. Finding the right course in college is one of the most
challenging decisions anyone can make.
_______ c. Some people want to pursue their dreams ever since they
were just little.
_______ d. Indeed destiny is a matter of choice.

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 UNIT IV
Paragraph Structure
Learning Target: 1. To identify the structures of paragraph
Reference: Oshima, A. and Hogue, A. (1999), Writing Academic
English, 3rd Edition, USA: Pearson.

Paragraph Structure: Putting the P.I.E. Together

A paragraph is a group of sentences that work together to

advance a particular idea through detail and support. You may
already know how to recognize a paragraph visually; it begins with an
indentation that marks it apart from the paragraph before it.

When you are writing, indent by leaving roughly two “finger

spaces” before beginning your first sentence. To keep your writing
looking neat and easy to read, make sure your indentations line up.
When typing, hit the “Tab” key to indent each paragraph. If the
paragraph before ends mid-line, hit “Enter” and then “Tab” to make
sure your paragraph starts on a new line. Do not leave an additional
extra space between paragraphs. Just double-space the whole
document.

Now you know the format of a paragraph, you must still learn its
structure. Although an effective paragraph may look randomly put
together, it is far from it. A paragraph is a specific unit of thought that
begins with a main idea and is followed by supporting details. One
way to understand and remember paragraph structure is to think of
the word P.I.E.

CHAPTER 1. Parts of the Paragraph

The INTRODUCTION
Your reader’s first impression of your composition and its topic
may be as short as one sentence or as long as several paragraphs.
It should do three things:

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  Make readers pay attention
 Set the tone
 State the thesis statement (main idea)

Example
Some say their hometowns have very little to recommend
them. So quite often they leave home and never want to return.
But I like living in my hometown because it’s small, friendly, and
clean.

Techniques for Interesting Openers

1. Start with a Question

An intriguing or challenging question immediately engages readers
by making them think and guess what will come next

Have you ever been to heaven?

Do you know how it feels to be broken-hearted?

2. Open with an Anecdote

You can begin your composition with ‘a little story’ that relates to
the topic you plan to expound.

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 I am one of those who thought ‘fast money’ is ‘sure money’.
Not until I got a taste of what the word ‘risky’ really means did I only
realized how greedy I became. Investing to ‘Coco’ brought out the
worst in me in a lot of ways.

3. Begin with an unusual or startling fact, idea or opinion. Surprise

your readers with facts not all people are aware about or those we
never knew existed.
For many of us, nodding means saying “yes”. But in other
cultures, it means the total opposite, that is, completely rejecting
the idea or simply disagreeing. Every culture around the world
varies in beliefs, traditions and of course language.

4. Address the readers directly

Pretend that you’re only having a conversation with your target
readers. This is a good way to create an informal friendly tone or
even provoke an ‘ouch response’.
You copycat! I’ve seen that blouse you’re wearing today. Isn’t
it Anne Curtis’ top yesterday when she was getting interviewed?
That pants and shoes of yours looks familiar also. Aah! Kris Aquino’s
favorite match-up you’re trying to imitate. By the way, your
boyfriend’s hairstyle is so Vhong Navaro. Filipino youth these days,
including you, have forgotten what ‘individuality’ means.

5. Begin with an interesting, vivid description.

Consider drawing readers right away into a word picture, whether
a description of a place, person, object or event.
My world stopped and it felt like everything is in slow motion
when our eyes first met. The sun was brightly shining; so were his
eyes. The wind was mild and caring; so was his aura when he was
approaching me. The day I saw my true love – it was a scene I have
never seen in any movies.

6. Take a stand on an issue

Put your position up front by making a strong statement that
expresses your stand on an issue.

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 RH Bill is a waste of time, money and effort. I believe that
it’s not worth the drama.
If you would ask me if who will I vote this election, I’d
probably not vote at all!

7. Open with a quotation

Sayings and quotations from famous personalities are effective
openers; just be careful in choosing what to use.
“An eye for an eye and a tooth for a tooth”
“I shall return!”
“If you cannot do great things simply, do simple things
greatly”

The BODY
 Expounds and develops the thesis statement stated in the
introductory part of the composition.
 Typically, it has three or more paragraphs depending on the
scope of your main thesis.
 The use of the different methods of paragraph development
(e.g. Definition, Analogy, Enumeration) is an effective way to
develop your main idea.

The CONCLUSION
 Although concluding paragraphs do not always appear in
academic essays, it is still necessary to leave readers with a
final thought and a sense of closure.
 It should echo your introduction
 It should summarize the main points in the body paragraphs.

Techniques in writing a concluding paragraph:

• Restate your thesis
• Close with a call to action or a recommendation
• End with an appropriate quotation
• Pose a dramatic question or challenge

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CHAPTER 2. AVOIDING WORDINESS

Skilled writers make every word count, suiting length to

purpose. Your writing is most effective when it is clear, concise and
free of the clutter of unnecessary words.

 To avoid wordiness, keep these three points in mind:

- Use only the words you need to make your point.

1. The hat that belongs to martin is the nicest.

 Martin’s hat is the nicest
2. The school where Tom is enrolled offers quality education.
 Tom’s school offers quality education.
3. Anna is a person who keeps up with fashion.
 Anna is a fashionable person.

 Avoid complicated words where simple ones will do.

1. . . . At which time he finished studying
 . . . When he finished studying
2. He passed the test by means of studying hard.
 He passed the test by studying hard.
3. Jacob treats girls in a respectful manner.
 Jacob treats girls with respect.
4. He resigned in his position due to the fact that he can’t endure
the pressure anymore.
 He resigned in his position because/since he can’t
endure the pressure anymore.

 Do not repeat words unless it is absolutely necessary

1. I want to talk to her and express my feelings to her.
 I want to talk and express my feelings to her.
2. Today is a special day because today is my graduation day.
 Today is special because it is my graduation day.

 When revising for wordiness, look for two types of problems:

A. Redundant Pairs – words that imply each other.
Examples: true facts, future plans

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B. Redundant Categories – words that designate their general
categories
Example: engineering field, large in size, tall in height,
blue in color

TASK: Revise the following to avoid wordiness.

a. One of the many things that the poet William Shakespeare is
known for is his sonnets.
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b. In 1609, Shakespeare published his sonnets all together in one

collection during the early seventeenth century.
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c. Much mystery surrounds Shakespeare’s sonnets, as many

questions about the sonnets remain debated, discussed, and
unresolved.
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d. Another Shakespeare mystery involves uncertainty regarding his

physical appearance.
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e. Even though Shakespeare is famous throughout the world
everywhere, no one can be sure about how he really looked in
actual life.
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CHAPTER 3 OTHER WRITING TECHNIQUES

A. PARAPHRASING
Paraphrasing means formulating someone else’s ideas in your
own words, without changing the meaning of the original text.
Paraphrasing is the opposite of quoting, where you copy someone
else’s words word-for-word and put it in quotation marks.

Example 1:
Original passage
The number of foreign and domestic tourists in the
Netherlands rose above 42 million in 2017, an increase of 9% and
the sharpest growth rate since 2006, the national statistics office
CBS reported on Wednesday.

Paraphrased version
The national statistics office, CBS, stated that the Netherlands
experienced dramatic growth in the number of tourists visiting in
2017. More than 42 million tourists travelled to the Netherlands that
year, representing a 9% increase – the sharpest growth in 12 years
(DutchNews.nl, 2018).

The paraphrased passage meets all paraphrasing criteria:

 The text is stated in your own words
 The meaning of the text did not change
 The source is cited correctly

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 The steps to paraphrasing may seem straightforward, but
writing an idea in a different way than the published version can be
difficult. These are four tricks you can apply to help you do so.
1. Start your first sentence at a different point from that of the
original source
2. Use as many synonyms as possible
3. Change the sentence structure (from active to passive
voice)
4. Break the information into separate sentences

Example 2:
Original quote:
“But the hearing was about more than Facebook; it exposed
a critical turning point as the power, sophistication and potential
exploitation of technology outpaces what users, regulators or even
its creators expected or seem prepared to handle” (Roose & Kang,
2018).
Paraphrased version:
The hearing made it apparent that the expectations of
creators, regulators and users have been rapidly eclipsed by
technology in general, not only Facebook. Such technologies now
extend beyond what these parties are able to manage, due to
their immense influence, potential for exploitation and
sophistication (Roose & Kang, 2018).

IMPORTANT NOTE: Paraphrasing is highly advisable when doing a

research to avoid plagiarism.

B. SUMMARIZING

There is a distinct difference between paraphrasing and

summarizing. As a paraphrase is an explanation of a certain quote
from someone else, put into your own words, it will be
approximately the same length as the source’s original quote.
When you completely or partially describe the outcome of a more
substantial part of the research, it is called a summary.

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 While paraphrasing and quoting are ideal if you wish to focus
on one section of a research article, summarizing is a useful tool if
you find the entire source relevant and interesting.

C. OUTLINING

Why should you use outlines?

Whether you are wading through the research process or
salvaging a draft in trouble, outlines help you focus your thoughts and
find an order to whatever your working on. Although best reserved as
a pre-writing tool, outlines can be used anytime during the writing
process.

Occasions to Use Outlines

1. To organize ideas and research prior to beginning a paper
2. To determine if more research is needed
3. To see relationships between points
4. To check the organization of a paper
5. To reorganize a paper with too many ideas

Types of Outlines
1. Scratch
2. Topic
3. Sentence
4. Paragraph

Example of a SCRATCH OUTLINE

Book Banning in Schools
Fewer Classics
-Shakespeare
-The Diary of Anne Frank
Brainwashing in Education
-Fahrenheit 451
-1984
Book Banning & the Community

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Example of a
TOPIC OUTLINE

I. Book Banning in Schools

A. Fewer classics
1. Shakespeare banned
2. The Diary of Anne Frank banned
B. Brainwashing in education
1. Fahrenheit 451 banned
2. 1984 banned
II. Book Banning & the Community

Example of a SENTENCE OUTLINE

I. Today, book banning in schools increases every year.

A. With every banned book, students receive less reading
instruction and have restricted access to classic literature.
1. Frequently, Shakespeare becomes banned from schools
because critics believe his plays posses too many sexual
innuendos.
a. John Hughes, a concerned parent, argues, “. . .”
(794).

GUIDE TO FORMAL OUTLINING

I. The outline should be in sentence form.

A. That means that each section of the outline must be a
complete sentence
B. Each part may only have one sentence in it.
II. Each Roman numeral should be a main section of the speech.
A. Capital letters are main points of the thesis.
1. Numbers are sub-points under the capital letters.
2. Little letters are sub-points under the numbers.
B. Sub-points need to correspond with the idea it is under.

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 1. This means that capital letters refer to the idea in roman
numerals.
2. This means that numbers refer to the idea in the capital
letter.
III. All sub-points should be indented the same.
A. This means that all of the capital letters are indented the
same.
B. All numbers are indented the same.
IV. No sub-point stands alone.
A. Every A must have a B.
B. Every 1 must have a 2.
C. You don’t need to have a C or a 3, but you can.
D. There are no exceptions to this rule.

TASK:
I. Read the list of words or phrases below. Decide which two
name general categories, then put the rest of the words and
phrases in the correct category.
read a book swim build a model
play baseball outdoor activities ride a bike
bake cookies play cards indoor activities
climb a tree

__________________________________ (general)
__________________________________ (general)

(Specific)
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 II. OUTLINE the given details below. Follow the guidelines to
formal outlining.

foods birds robinhawk

vegetables pork chops animals corn on the cob
hamburger insects mosquito meats
broccoli beetle

ANSWER:

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 III. Print/scan an article then do the following:
1. Summarize the article in one paragraph.
2. Select any paragraph/s in the article and then
paraphrase it.
*Write your answer on the space below. Staple your printed
article on this page.

TITLE:
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1.
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2.____________________________________________________________
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 UNIT V
Types of Writing
Learning Target: To identify the types of writing
References: http://letterpile.com/writing/Four-Types-of-
Writing
-------------------------------------------------------------------------------

FOUR TYPES OF WRITING

A writer’s style is a reflection of his or her personality, unique

voice, and way of approaching the audience and readers.

However, every piece writers write is for a specific purpose—for

example, writers may want to explain how something works or
persuade people to agree with their point of view. While there are as
many writer's styles as there are writers, there are only four general
purposes that lead someone to write a piece, and these are known
as the four styles, or types, of writing. Knowing all four different types
and their usages is important for any writer.

Here are the categories and their definitions:

1. EXPOSITORY

Expository writing explains or informs. It talks about a subject without

giving opinions.

Expository writing's main purpose is to explain. It is a subject-oriented

writing style, in which authors focus on telling you about a given topic
or subject without voicing their personal opinions. These types of
essays or articles furnish you with relevant facts and figures but do not
include their opinions. This is one of the most common types of writing.
You always see it in textbooks and how-to articles. The author just tells
you about a given subject, such as how to do something.

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Key Points:

 Usually explains something in a process.

 Is often equipped with facts and figures.
 Is usually in a logical order and sequence.

When You Would Use Expository Writing:

 Textbook writing.
 How-to articles.
 Recipes.
 News stories (not including opinion or editorial pieces).
 Business, technical, or scientific writing.

Example:

Many people associate the taste of pumpkins with fall. In

October, companies from Starbucks to McDonalds roll out their
pumpkin-flavored lattes and desserts. Here is how to make an
easy pumpkin pie using only five ingredients. First, make sure you
have all of the ingredients.

COMPOSITION. Write your own composition using expository

approach.

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2. DESCRIPTIVE

Descriptive writing focuses on communicating the details of a

character, event, or place.
Descriptive writing's main purpose is to describe. It is a style of
writing that focuses on describing a character, an event, or a place
in great detail. It can be poetic when the author takes the time to be
very specific in his or her descriptions.

Example:

In good descriptive writing, the author will not just say: “The vampire
killed his lover.”

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He or she will change the sentence, focusing on more details and
descriptions, like: “The bloody, red-eyed vampire, sunk his rust-colored
teeth into the soft skin of his lover and ended her life."

Key Points:
 It is often poetic in nature
 It describes places, people, events, situations, or locations in a
highly-detailed manner.
 The author visualizes what he or she sees, hears, tastes, smells,
and feels.

When You Would Use Descriptive Writing:

 Poetry
 Journal or diary writing
 Nature writing
 Descriptive passages in fiction
Example:

The iPhone 6 is unexpectedly light. While size of its screen is

bigger than those of the iPhones that came before, it is thinner, and
its smooth, rounded body is made of aluminum, stainless steel, and
glass. The casing comes in a whitish silver, gold, or a color the
company calls “space gray,” the color of the lead of a pencil, with
darker gray accents.

COMPOSITION. Write your own composition using descriptive

approach.

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3. PERSUASIVE
Persuasive writing tries to bring other people around to your point
of view.
Persuasive writing's main purpose is to convince. Unlike
expository writing, persuasive writing contains the opinions and biases
of the author. To convince others to agree with the author's point of
view, persuasive writing contains justifications and reasons. It is often
used in letters of complaint, advertisements or commercials, affiliate
marketing pitches, cover letters, and newspaper opinion and editorial
pieces.

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 Key Points:
 Persuasive writing is equipped with reasons, arguments, and
justifications.
 In persuasive writing, the author takes a stand and asks you to
agree with his or her point of view.
 It often asks for readers to do something about the situation (this
is called a call-to-action).
When You Would Use Persuasive Writing:
 Opinion and editorial newspaper pieces.
 Advertisements.
 Reviews (of books, music, movie, restaurants, etc.).
 Letter of recommendation.
 Letter of complaint.
 Cover letters
Example:
Following the 2012 Olympic Games hosted in London, the UK
Trade and Investment department reported a £9.9 billion boost to the
economy. Although it is expensive to host the Olympics, if done right,
they can provide real jobs and economic growth. This city should
consider placing a bid to host the Olympics.

COMPOSITION. Write your own composition using persuasive

approach.
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4. NARRATIVE
A narrative tells a story. There will usually be characters and
dialogue.
Narrative writing's main purpose is to tell a story. The author will create
different characters and tell you what happens to them (sometimes
the author writes from the point of view of one of the characters—this
is known as first person narration). Novels, short stories, novellas, poetry,
and biographies can all fall in the narrative writing style. Simply,
narrative writing answers the
question: “What happened then?”

Key Points:
 A person tells a story or event.
 Has characters and dialogue.
 Has definite and logical beginnings, intervals, and endings.
 Often has situations like actions, motivational events, and
disputes or conflicts with their eventual solutions.

Examples of When You Would Use Persuasive Writing:

 Novels
 Short stories
 Novellas
 Poetry
 Autobiographies or biographies

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 Anecdotes
 Oral histories

Example:
“I don’t think that’s a good idea,” said Jaelyn.

“You never used to be such a girl!” retorted Orin, pushing open

the door. Reluctantly, Jaelyn followed.

COMPOSITION. Write your own composition using narrative approach.

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 UNIT VI
Other Methods of Paragraph Development

Learning Target: To identify the methods of Paragraph

Development

References: Gerald Grow's Homepage at

http://www.longleaf.net/ggrow
http://www.longleaf.net/ggrow/modes.html

1. Comparison

Forest and river dominate O'Leno State Park. By contrast, Lloyd

Beach State Recreation Area, near Fort Lauderdale, is dominated by
the oily bodies of sun-worshippers who crowd into it every summer
weekend. Where O'Leno gives you so much quiet you can hear the
leaves whispering, Lloyd Beach is a place of boisterous activity. You
can walk a few yards in O'Leno and pass beyond every sign of human
civilization. When you walk at Lloyd Beach, you have to be careful to
step over the picnic baskets, umbrellas, jam boxes, and browning
bodies. At night, O'Leno wraps itself with the silence of crickets and
owls. Lloyd Beach is busy with fishermen till well past midnight. If you
want to fish near town, or dive into the busy bustle of an urban beach,
Lloyd Beach is the place to go. But if you want to stand at the edge
of civilization and look across time into an older natural world, O'Leno
is the park to visit.

COMPOSITION. Write your own composition using comparative

method of writing.

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2. Contrast

Death is a biological process, a function of the body; dying is a

psychological process, a function of the mind. As a biological process,
death occurs when the vital organs stop functioning as a result of
physical injury, illness or the effect of age. Death is part of the wisdom
of the body. But dying as a psychological process threatens only
human beings. Because human beings fear the loss of their lives, the
idea of dying has become a philosophical battle of the undiscovered
phase of existence and the unknown journey of the soul.

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COMPOSITION. Write your own composition using contrast method of
writing.
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3. Comparison and Contrast

Cat Stevens and Bruce Springsteen are both popular rock

singers; but their style contrast sharply. Cat Stevens sing of nature, of
love lost and found, of peace. His music is soft and relaxing. On stage,
he plays the guitar or piano, with slides of trees and field of flowers
flashing on a bright screen behind him. Bruce Springsteen’s music, on
the other hand, is hard-driving rock. Electric guitars, a solid drumbeat,

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and a frenetic saxophone provide the background to his songs of city
life, fast cars and youth’s dreams of freedom from parental control.

COMPOSITION. Write your own composition using both comparative

and contrast methods.
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4. Process Analysis

When you find the park you are looking for, you will need to
make camp. One person can set up the Family Proof Tent, though it is
easier with two, yet almost impossible with three or more. Here's how:

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 First, clear a 9 by 9-foot area of snags, limbs, and anything that
might pierce the bottom of the tent. Unfold the tent so that the corners
of the waterproof bottom form a square. Peg down the corners of the
bottom.
Next, snap test, together all four external tent-poles (they are
held together by shock cords to make sure you get the pieces
matched up).
Place a pole near each of the pegs. Thread each pole through the
two loops leading toward the top of the tent.
After you have all four poles in place, lift one of the poles. While
holding the pole up, pull its guy rope tight and peg the guy rope
down, so that the pole is held up by the guy rope and the pegs on
opposing sides of the tent bottom.
Lift the pole on the opposite side of the tent in the same way,
but this time, fit it into the upper end of the standing pole before
securing its guywire.
Assemble the two remaining tent poles in a similar manner.
Finally, unroll the front flap Test, to form an awning. Prop up the
awning with the two remaining poles and secure them with guyropes.
Now you are ready to move in.

COMPOSITION. Write your own composition using process.

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5. Illustration
Beavers are among the best known rodents. They are thickset
and heavy, weighing up to sixty five pounds. The hind feet are
webbed, and these help them in swimming. Their legs are short and
long. The tail is flat and naked, or covered with scales. The tail is used
as a rudder when swimming; it also serves to make loud splashes, as
warnings of danger to the beaver colony and to prop up the beaver
when he is gnawing down the trees.

COMPOSITION. Write your own composition using illustration.

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6. Enumeration
An essay has three major parts. The first part is the main idea or
topic of the essay is introduced or stated. The second part is the body
where the main idea is developed by a discussion and mentioning of
supporting ideas. The third part is the last part where the author’s last
comments about his subject are said. This is also where the author
sums up all the things that were discussed in the essay.

COMPOSITION. Write your own composition using enumeration.

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7. Classification
The many varieties of gems are grouped according to their
crystallization and chemical composition. These are the corundum
family which includes the ruby and the sapphire; the quartz family
which includes the rock crystal, smoky quartz, and rose quartz; the
opaque varieties such as agate and jasper; and the unusual varieties
like the moonstone and cat’s eye.

COMPOSITION. Write your own composition using classification.

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8. Analogy
Love is like a battlefield. Just like war, you have to train, prepare
and expect for the worse things. Expect for the sorrows, the
heartbreaks and the defeat of what was once hardly fought now but
a waving white flag. Those who have experienced stepping into many
battlefields surely know how to deal more with the opponent. To
master the concept of love, you need to experience it many times, in
many ways and with many people.

COMPOSITION. Write your own composition using illustration.

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9. Cause and Effect

The agricultural sector faced a lot of problems. The growth in
population outpaced the growth in production. Occasional droughts
and floods contributed to the shortfall. Research had ground to a halt
because of the lack of funds. As a result, the government was forced
to import rice to fill the demand.

COMPOSITION. Write your own composition using cause and effect.

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 UNIT VII
Some Writing End - Products
Learning Targets: 1. To know about how to write a research
paper.
References: http://www.sciencebuddies.org/science-fair
projects/project_mla_format_examples.shtml
https://literarydevices.net/inference/
Shona McCombes. Literature Review.
https://www.scribbr.com/dissertation/literature-
review/
https://www.scribbr.com/citing-sources/how-to-
paraphrase/

CHAPTER I. ARTICLE REVIEW

An article review is a piece of writing where you summarize and

assess another person’s article. It entails a logical evaluation of the
central theme of the article, supporting arguments and implications
for further research. It is essential to understand the main points and
arguments of the article for accuracy during summation.

An article review is essential because:

 It corrects vague terms. In writing of your article, there may be
instances of usage of inappropriate words or unclear
statements. It helps the writer to decide on whether to change
the terms.
 It helps to clarify questions.
 It allows the author to see other people’s views and perspectives
on the raised issues. After reading the revie, the author can get
out of personal biases.
 It allows you to improve your grammar and also facilitate
conscience writing.
 It encourages the author to perform better the nest time since
review provides suggestions or criticism of the article.

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 There are many suggested formats in making an article review.
One basic way to write an article review is to follow the simple
mechanics below:
 Summarize the article in 200-300 words mentioning the
essential points, claims, and information in the article.
 Discuss the positive aspects stating the author’s good
points and insight observation.
 Look for unanswered questions or lacking enough
information. Basically discuss the strengths and weaknesses
of the article.
 Indicate the essence of the article and provide your own
insights.

CHAPTER II. REFLECTION PAPER

A reflection paper is an analytical piece of academic writing,

which includes student’s thoughts about something like a motion
picture, book, event, person, etc. A writer should discuss something
in his or her reflection paper. The best childhood experience, date,
trip to Europe, rock gig of a favorite band, and some other topics
are good. Read tips about choosing the best title for your reflection
paper based on a topic here. Most students make the same mistake
when writing a reflection paper. They confuse this type of work with
a persuasive paper. They are completely different pieces of writing,
each of which has its own purpose. The author isn’t expected to
persuade the reader that his or her standpoint is the only true one.
The task of the writer is to reflect his personal opinion. But it doesn’t
mean that the reader can’t have his or her own attitude to the same
subject.

A. Critical Reflection Paper

Start the learning process with how to write a critical paper.
Critical personal writing is the culmination of the author’s critical
thinking process. It presents the ability of a student to observe, ask
questions, evaluate the experience, and apply academic content to
improve the understanding of personal experience.

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Lay and McGuire offered the most popular model in 2010. It consists
of the following stages:

Stage 1: A student describes the experience by providing details on

the episode or object that prompts this review.

Stage 2: A student examines the experience via the integration of

own experience and academic content with the help of assumption
evaluation, knowledge of context, imaginative speculation, and in-
depth analysis.

Stage 3: A student articulates learning. He or she should respond to

these questions in the reflection paper: What did I learn? What will I
do in my future activities like education, practice, or job in light of
the new learning provided by the analyzed subject/event?
How should the readers feel about it?

B. Reflection Paper on a Book

It is necessary to know how to write a reflection essay on a book
- every potential journalist or reviewer should know that. Each blogger
will benefit from having this knowledge because many people decide
whether to read a book or watch a movie based on the reviews from
the top bloggers. Keep in mind these elements when carrying out
such post or video:
Book’s title
Brief information about the author
Overall plot summary
Main characters & their analysis
Reaction to the reading

CHAPTER III. RESEARCH PAPER

A. Literature Review

A literature review is a survey of scholarly sources (such as

books, journal articles, and theses) on a particular topic. It gives an

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overview of key findings, concepts and developments in relation to
a research problem or question. A good literature review doesn’t just
summarize sources—it aims to:

 Analyze, interpret and critically evaluate the literature

 Synthesize sources to highlight patterns, themes, conflicts, and
gaps
 Show the state of current knowledge in relation to a central
research question or hypothesis

STEPS:

Step 1: Collect, evaluate and select literature

Before you begin searching for literature, you need a narrowly
defined topic.
If you are writing the literature review section of a research paper, you
will search for literature related to your research problem and
questions. This is the first step in understanding the state of knowledge
on your topic before you begin your own research.
If you are writing a literature review as a stand-alone assignment,
you will have to choose a focus and develop a central question to
direct your search. Unlike a dissertation research question, this
question has to be answerable without collecting or generating new
data. You should be able to answer it based only on a review of
existing publications.
Step 2: Find connections and themes
To begin organizing your literature review’s argument and
structure, you need to identify relationships between the sources
you’ve read. Based on your reading and notes, you can look for:

 Trends and patterns (in theory, method or results): do certain

approaches become more or less popular over time?
 Themes: what questions or concepts recur across the literature?
 Debates, conflicts and contradictions: where do sources
disagree?
 Pivotal publications: are there any influential theories or studies
that changed the direction of the field?

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  Gaps: what is missing from the literature? Are there weaknesses
that need to be addressed?

This step will help you work out the structure of your literature review
and (if applicable) show how your own research will contribute to
existing knowledge.

Step 3: Plan your literature review’s structure

There are various approaches to organizing the body of a
literature review. You should have a rough idea of your strategy
before you start writing. Depending on the length of your literature
review, you can combine several of these strategies—for example,
your overall structure might be thematic, but each theme is discussed
chronologically.

Chronological
The simplest approach is to trace the development of the topic
over time. However, if you choose this strategy, be careful to avoid
simply listing and summarizing sources in order. Try to analyze patterns,
turning points and key debates that have shaped the direction of the
field. Give your interpretation of how and why certain developments
occurred.

Thematic
If you have found some recurring central themes, you can
organize your literature review into subsections that address different
aspects of the topic.

For example, if you are reviewing literature about inequalities in

migrant health outcomes, key themes might include healthcare
policy, language barriers, cultural attitudes, legal status, and
economic access.

Methodological
If you draw your sources from different disciplines or fields that
use a variety of research methods, you might want to compare the

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results and conclusions that emerge from different approaches. For
example:

Look at what results have emerged in qualitative versus quantitative

research
Discuss how the topic has been approached by empirical versus
theoretical scholarship
Divide the literature into sociological, historical, and cultural sources
Theoretical
A literature review is often the foundation for a theoretical framework.
You can use it to discuss various theories, models, and definitions of
key concepts. You might argue for the relevance of a specific
theoretical approach, or combine various theoretical concepts to
create a framework for your research.

Step 4: Write your literature review

Like any other academic text, your literature review should have an
introduction, a main body, and a conclusion. What you include in
each depends on the objective of your literature review.

Introduction
The introduction should clearly establish the focus and purpose
of the literature review.

If you are writing the literature review as part of your dissertation

or thesis, reiterate your central problem or research question and give
a brief summary of the scholarly context. You can emphasize the
timeliness of the topic (“many recent studies have focused on the
problem of x”) or highlight a gap in the literature (“while there has
been much research on x, few researchers have taken y into
consideration”).
Stand-alone literature review

If you are writing a stand-alone paper, give some background

on the topic and its importance, discuss the scope of the literature you
will review (for example, the time period of your sources), and state
your objective. What new insight will you draw from the literature?

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Body
Depending on the length of your literature review, you might want to
divide the body into subsections. You can use a subheading for each
theme, time period, or methodological approach.

As you write, make sure to follow these tips:

 Summarize and synthesize: give an overview of the main points

of each source and combine them into a coherent whole
 Analyze and interpret: don’t just paraphrase other researchers—
add your own interpretations where possible, discussing the
significance of findings in relation to the literature as a whole
 Critically evaluate: mention the strengths and weaknesses of
your sources
 Write in well-structured paragraphs: use transitions and topic
sentences to draw connections, comparisons and contrasts

Conclusion
In the conclusion, you should summarize the key findings you have
taken from the literature and emphasize their significance.

B. REFERENCING

BIBLIOGRAPHY

There are two types of bibliography. These are APA and MLA.

 AMERICAN PSYCHOLOGICAL ASSOCIATION (APA)

The APA guidelines specify using sentence-style capitalization for the

titles of books or articles, so you should capitalize only the first word of
a title and subtitle. The exceptions to this rule would be periodical titles
and proper names in a title which should still be capitalized. The

87
periodical title is run in title case, and is followed by the volume
number which, with the title, is also italicized.
If there is more than one author, use an ampersand (&) before the
name of the last author. If there are more than six authors, list only the
first one and use et al. for the rest.
Place the date of publication in parentheses immediately after the
name of the author. Place a period after the closing parenthesis. Use
the term REFERENCES to denote APA format.

Format Examples
1. Books
Author's last name, first initial. (Publication date). Book title. Additional
information. City of publication: Publishing company.

Examples:
Allen, T. (1974). Vanishing Wildlife of North America. Washington,
D.C.: National Geographic Society.
Boorstin, D. (1992). The creators: A History of the Heroes of the
Imagination. New York: Random House.
Nicol, A. M., & Pexman, P. M. (1999). Presenting your Findings: A
Practical Guide for Creating Tables. Washington, DC:
American Psychological Association.
Searles, B., & Last, M. (1979). A Reader's Guide to Science Fiction.
New York: Facts on File, Inc.

2. Encyclopedia & Dictionary

Author's last name, first initial. (Date). Title of Article. Title of Encyclopedia
(Volume, pages). Place of publication: Publishing company.

Examples:
Bergmann, P. G. (1993). Relativity. In The new encyclopedia
Britannica (Vol. 26, pp. 501-508). Chicago: Encyclopedia
Britannica.

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 (1993). Merriam-Webster's Collegiate Dictionary (10th ed.).
Springfield, MA: Merriam-Webster.
Pettingill, O. S., Jr. (1980). Falcon and Falconry. World Book
Encyclopedia. (pp. 150-155). Chicago: World Book.
Tobias, R. (1991). Thurber, James. Encyclopedia Americana. (p.
600). New York: Scholastic Library Publishing.

3. Magazine & Newspaper Articles

Author's last name, first initial. (Publication date). Article title. Periodical title, volume
number(issue number if available), inclusive pages.

Note: Do not enclose the title in quotation marks. Put a period after
the title. If a periodical includes a volume number, italicize it and then
give the page range (in regular type) without "pp." If the periodical
does not use volume numbers, as in newspapers, use p. or pp. for
page numbers.

*Unlike other periodicals, p. or pp. precedes page numbers for a

newspaper reference in APA style.
**Scholarly journal articles only indicates the year of
publication.
*** newspaper/magazine indicates year of publication, month
and day.

Examples:
Harlow, H. F. (1983). Fundamentals for Preparing Psychology
Journal Jrticles. Journal of Comparative and Physiological
Psychology, 55, 893-896.
Henry, W. A., III. (1990, April 9). Making the Grade in Today's
Schools. Time, 135, 28-31.
Kalette, D. (1986, July 21). California Town Counts Town to Big
Quake. USA Today, 9, p. A1.
Kanfer, S. (1986, July 21). Heard any Good Books Lately? Time,
113, 71-72.

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 Trillin, C. (1993, February 15). Culture Shopping. New Yorker, pp.
48-51.

4. Website or Webpage
Online periodical:
Author's name. (Date of publication). Title of article. Title of Periodical, volume
number, Retrieved month day, year, from full URL

Online document:
Author's name. (Date of publication). Title of work. Retrieved month day, year,
from full URL

Note: When citing Internet sources, refer to the specific website

document. If a document is undated, use "n.d." (for no date)
immediately after the document title. Break a lengthy URL that goes
to another line after a slash or before a period. Continually check your
references to online documents. There is no period following a URL.

If you cannot find some of this information, cite what is available.

Examples:
Devitt, T. (2001, August 2). Lightning Injures Four at Music Festival.
The Why? Files. Retrieved January 23, 2002, from
http://whyfiles.org/137lightning/index.html
Dove, R. (1998). Lady Freedom among Us. The Electronic Text
Center. Retrieved June 19, 1998, from Alderman Library,
University of Virginia website:
http://etext.lib.virginia.edu/subjects/afam.html
Fredrickson, B. L. (2000, March 7). Cultivating Positive Emotions to
Optimize Health and Well-Being. Prevention & Treatment, 3,
Article 0001a. Retrieved November 20, 2000, from
http://journals.apa.org/prevention/volume3/pre0030001a.
html
GVU's 8th WWW user survey. (n.d.). Retrieved August 8, 2000,
from

90
 http://www.cc.gatech.edu/gvu/usersurveys/survey1997-
10/
Health Canada. (2002, February). The Safety of Genetically
Modified Food Crops. Retrieved March 22, 2005, from
http://www.hc-
sc.gc.ca/english/protection/biologics_genetics/gen_mod
_foods/genmodebk.html

 MODERN LANGUAGE ASSOCIATION (MLA)

1. Books

Author's last name, first name. Book title. Additional information. City of publication:
Publishing company, publication date.

Examples:
Allen, Thomas B. Vanishing Wildlife of North America.
Washington, D.C.: National Geographic Society, 1974.
Boorstin, Daniel J. The Creators: A History of the Heroes of the
Imagination. New York: Random, 1992.
Hall, Donald, ed. The Oxford Book of American Literacy
Anecdotes. New York: Oxford UP, 1981.
Searles, Baird, and Martin Last. A Reader's Guide to Science
Fiction. New York: Facts on File, Inc., 1979.
Toomer, Jean. Cane. Ed. Darwin T. Turner. New York: Norton,
1988.

2. Encyclopedia & Dictionary

Author's last name, first name. "Title of Article." Title of Encyclopedia. Date.

91
 Note: If the dictionary or encyclopedia arranges articles
alphabetically, you may omit volume and page numbers.

Examples:
"Azimuthal Equidistant Projection." Merriam-Webster's Collegiate
Dictionary. 10th ed. 1993.
Pettingill, Olin Sewall, Jr. "Falcon and Falconry." World Book
Encyclopedia. 1980.

Tobias, Richard. "Thurber, James." Encyclopedia Americana.

1991 ed.

Levinson, David, and Melvin M. Ember, eds. Encyclopedia of

Cultural Anthropology. 4 vols. New York: Henry Holt, 1996.
Print.

3. Magazine & Newspaper Articles

Author's last name, first name. "Article title." Periodical title Volume # Date: inclusive
pages.

Note: If an edition is named on the masthead, add a comma after

the date and specify the edition.

Examples:

Hall, Trish. "IQ Scores Are Up, and Psychologists Wonder Why."
New York Times 24 Feb. 1998, late ed.: F1+.
Kalette, Denise. "California Town Counts Down to Big Quake."
USA Today 9 21 July 1986: sec. A: 1. Feb. 1993: 48-51.

4. Website or Webpage
Author's last name, first name (if available). "Title of work within a project or database." Title
of site, project, or database. Editor (if available). Electronic publication information
(Date of publication or of the latest update, and name of any sponsoring institution or
organization). Date of access and <full URL>.

92
Note: If you cannot find some of this information, cite what is available.

Examples:

Devitt, Terry. "Lightning injures four at music festival." The Why?

Files. 2 Aug. 2001. 23 Jan. 2002 <http://whyfiles.org
/137lightning/index.html>.

Dove, Rita. "Lady Freedom among Us." The Electronic Text

Center. Ed. David Seaman. 1998. Alderman Lib., U of
Virginia. 19 June 1998 <http://etext.lib.virginia.edu
/subjects/afam.html>.

Lancashire, Ian. Homepage. 28 Mar. 2002. 15 May 2002

<http://www.chass.utoronto.ca:8080 /~ian/>.
Levy, Steven. "Great Minds, Great Ideas." Newsweek 27 May
2002. 10 June 2002 <http://www.msnbc.com
/news/754336.asp

TASK: Write the proper way to write bibliographies.

1. Author: Anna Batungbakal and Jasmine Ortigaz

Title: Literature Today
Year: 1990
Place of Publication: Marawi City
Publishing Company: Phoenix Publishing, Inc.
APA:
__________________________________________________________________
__________________________________________________________________
________________________________________

MLA:
__________________________________________________________________
__________________________________________________________________
_______________________________________

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2. Author: James Deen
Title of Article: My Heaven
Date: September 3, 2000
URL: http://www.gotrip.com/ed-my-heaven
Website Name: Go Trip
APA:
__________________________________________________________________
__________________________________________________________________
_____________________________________

MLA:
__________________________________________________________________
__________________________________________________________________
______________________________________

3. Writer: Hamza Ali

Title of Article: Hatred Towards Others
Name of the Newspaper: Philippine Star
Date: July 3, 2016
Volume No.: 3
Page: 5-7
APA:
__________________________________________________________________
__________________________________________________________________
________________________________________

MLA:
__________________________________________________________________
__________________________________________________________________
_____________________________________

C. IN-TEXT CITATION

Researchers include brief in-text citations, both of which are

called narrative and APA style parenthetical citations, in their writing
to acknowledge references to other people’s work. Generally,

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narrative and APA parenthetical citations include the last name of the
author and the year of publication.

Example:
A few researchers in the linguistics field have developed training
programs designed to improve native speakers' ability to understand
accented speech. Their training techniques are based on the
research described above indicating that comprehension improves
with exposure to non-native speech (Derwing, Rossiter, & Munro, 2002;
Thomas, 2004)1.
Derwing et al. (2002)2 conducted their training with students
preparing to be social workers, but note that other professionals who
work with non-native speakers could benefit from a similar program.

*1 is an example of APA style parenthetical citation

*2 is an example of narrative citation in APA format

On the other hand, an MLA in-text (narrative) citation is when

the author’s name is used in the text of the sentence. At the end of
the sentence, in parentheses, is the page number where the
information was found

Example:
When it comes to technology, King states that we “need to be
comfortable enough with technology tools and services that we can
help point our patrons in the right direction, even if we aren’t
intimately familiar with how the device works” (11).

(This MLA in-text citation includes King’s name in the sentence

itself, and this specific line of text was taken from page 11 of the
journal it was found in.)

An MLA parenthetical citation is created when the author’s

name is NOT in the sentence. Instead, the author’s name is in
parentheses after the sentence, along with the page number.

Example:

95
 When it comes to technology, we “need to be comfortable
enough with technology tools and services that we can help point our
patrons in the right direction, even if we aren’t intimately familiar with
how the device works” (King 11).

TASK:
Search ten (10) most important rules for in-text citation. Copy
what you will have searched in yellow sheets of paper, then
attach/staple it in this page.

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D. TERM PAPER WRITING

A. INTRODUCTION AND CONCLUSION

Introductions and conclusions play a special role in the
academic essay, and they frequently demand much of your
attention as a writer. A good introduction should identify your topic,
provide essential context, and indicate your particular focus in the
essay. It also needs to engage your readers' interest. A strong
conclusion will provide a sense of closure to the essay while again
placing your concepts in a somewhat wider context. It will also, in
some instances, add a stimulus to further thought. Since no two essays
are the same, no single formula will automatically generate an
introduction and conclusion for you. But the following guidelines will
help you to construct a suitable beginning and end for your essay.

The INTRODUCTION of your term paper should include the following:

1. A sentence or two about the history or background of the
subject or topic help explain the importance of the study and situate
the readers on its merits.
2. A sentence limiting the scope of the study. (What to include and
not to include?)
3. Followed by the primary aims or objectives or goals and the
problems the writer intends to answer in the paper.
4. Followed by the methodology which answers these questions:
How did the writer gather information or data? What
references/sources did he use? How did he come up with the
generalization or conclusion?

CONCLUSION
1. Restate the thesis of your paper by summarizing the main points
developed in the body of the paper based from the questions in your
research proposal.
2. Coordinate the introductory and concluding sections of your
paper in such a way as you bring the reader “full circle” around the
topic.
3. Ask a provocative question.
4. Use a quotation.

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5. Evoke a vivid image.
6. Call for some sort of action.
7. End with a warning.
8. Suggest results or recommendations.

B. TERM PAPER STYLING

1. Spacing: Double (EXCEPT FOR THE TITLE PAGE and the OUTLINE)
2. Font style: TIMES NEW ROMAN
3. Font size: 12
4. Margins:
a. Top: 1 inch
b. Bottom: 1 inch
c. Left: 1 ½ inches
d. Right: 1 inch
5. Number all pages except the TITLE PAGE and the first page of
your INTRODUCTION which will serve as page 1. Write the
numbers one-half inch down from top edge, flush with the right
hand margin.
6. Number the PRELIMINARY pages (i, ii, iii, iv…)
7. Put it in a short plastic folder

A. PARTS OF A RESEARCH PAPER/ TERM PAPER

1. PRELIMINARY Pages
a. Title page
b. Outline/Table of Contents
2. Introduction (separate sheet, one page)
3. BODY
4. CONCLUSION
5. REFERENCES (APA) (at least 10 sources)

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 TERM PAPER SAMPLE

DRIVERS WHO CREATE HAVOC ON THE ROAD

Thesis Statement: The common havoc in the streets is created by three different
kinds of drivers.

Introduction
Many deaths around the world are caused by car accidents. The rate
seems to grow more each year. What makes it alarming is the fact that these
accidents have something to do with car drivers. These drivers are classified into
three different kinds.

I. Irresponsible Drivers
A. Unaccountable to other drivers
B. Dangerous to other drivers
C. Defense: Keep a distance

II. Stubborn Drivers

A. Determined
B. Unsafe
1. Not wearing seatbelts
2. Overtaking
C. Defense: Don’t argue

III. Absent-Minded Drivers

A. Heedless of surroundings
B. Unaware of their driving
C. Defense: Be ready to use the horn

IV. Tips on how to avoid these drivers

Conclusion
Common accidents can be associated with different kinds of drivers.
People should guard themselves from drivers who are irresponsible, stubborn or
absent-minded. There could be many different techniques in avoiding them
which include keeping distance, avoiding confrontation as well as being alert.
It is a fact then that drivers should look out for each other.

REFERENCES

99
DRIVERS WHO CREATE HAVOC ON THE ROAD

A Term Paper
Presented to
______________________________________
MSU Senior High School
Marawi City

In Partial Fulfillment
Of the Requirements for the Course
English 2 (Reading and Writing Skills)
2nd Trimester, 2018-2019

By
__________________________
(Strand/Section)

January ____, 2019

100
 INTRODUCTION

“Basta driver, sweet lover.” (A driver is a sweet lover.), a

proverb which is widely used by Filipinos to compliment the Filipino
drivers. The Philippines is known to be the main consumer of different
kinds of cars. Everywhere you can find a lot of vehicles, even the
little cities and provinces of the Philippines. Marawi City, for instance,
has many kinds of vehicles (from pedicabs to luxury cars) but the
problem is that the said city has very narrow highways which in turn
cause traffic, havoc and even accident. One of the biggest
problems of this havoc is the drivers who are very impatient and
undisciplined. The famous proverb is now slowly waning because of
these drivers. Another factor is the unregistered vehicles and
unlicensed drivers. Hence, it is inevitable that there are daily
accidents occurring involving vehicles.

This paper focuses on giving the readers ample and

sufficient information about the three different kinds of drivers and
also the effects of the havoc caused by them, and giving the
readers some tips on how to avoid these kinds of drivers.

The researcher gathered the information from reliable

sources such as books, magazines, newspapers and internet
resources. These sources are a big help since this paper focuses on
the accidents so current events are a reliable source in describing
the said people. In addition, the conclusions stated in this paper are
based on the gathered data.

101
(BODY; 8-12 pages)

102
 CONCLUSION

Common accidents can be associated with different kinds of

drivers. People should guard themselves from drivers who are
irresponsible, stubborn or absent-minded. There could be many
different techniques in avoiding them which include keeping
distance, avoiding confrontation as well being alert. It is a fact
then that drivers should look out for each other.

These drivers not only affect the streets but also the lives of
the people are always at risk. People are doing their best to be
safe but with these kinds of drivers, how can one protect their
precious lives if others are stubborn, irresponsible and absent-
minded.

The only solution to this is to be aware of one’s surroundings.

If people decided to commit themselves as drivers, they must also
consider that in doing so they will have to be cautious since
everyone will going to be affected. Everyday people are going to
meet a lot of other people so as a driver, make sure to be
responsible and mentally prepared. Driving involves the physical
and mental awareness. It is not an easy task. One wrong move
may greatly affect the lives of other innocent people.

103
 REFERENCES

Berlin, O. and Owens, J. (2007). Driver and life on the road of

endless journey. Milan: Brown Publishing House, Inc.

Corales, J. (2001, Feb) Work and drive for a better life: a descriptive
discussion. Lifestyle Magazine, pg 20-21.

Dris, H. (2005). The life of the drivers on their jobs: an actual

discussion of the effects. Available:
http://www.driveonthego.com/library/document/2005.pdf.

Isaac, S., J. Tan, and M. Chan. (2001). Drivers on the go every day
and everwhere. China: Tai Company.

Jim Cranes. (2003). (5th Ed) Merriam-Webster Dictionary. (pp 2-3),

Paris: Milan Publishing.
Ramos, F. Drivers on the job, (7 Mar 2007). The Philippine Daily
Inquirer, pg 5-9.

Romulo, C. (2005). Irresponsible drivers at risk. Quezon City: Phoenix

Publishing House.

Tan, M. “Car accident on SLEX caused heavy traffic,” (7 Feb 2010).

The Philippine Star, pg 2-3.

“Ways to be a good driver.” (n.d.) retrieved September 8, 2014

from
http://www.godrive./lifestyle/document.html.

104
 UNIT VIII
Proofreading
Learning Targets: 1. To identify and to determine the
proofreading symbols.
2. To correct the errors using the proofreading
symbols.
References: Common Proofreading Symbols (n.d.). Retrieved on
July 15, 2015 from www.ccc.commnet.edu/writing/proofreading-
symbols

TASK: 1. Use the proofreading symbols to correct the errors.

1. dr umpa is the prisedent of this School

2. the actor’s famuos line is I love you.

3. Thier friend ship make me inspired

4. Her fater likes fruits vegetables, and cofee for breakfast.

5. my cuorse is very dificult tounderstand.

TASK: 2. Use the proofreading symbols to correct the error(s) in each

paragraph. (Clue: No need to use the “new paragraph” and the “no

paragraph” symbol).

A. Quarels arise becuase our desire conflict with those of others. At

home, people sometime desire the same ting, and niether will give

105
way to the other. We shuold be willing too give in to the desires of

others. Un selfishness promote peace. If all of us are wiling to let other

have thier fairs share of things, and thier own place in games, at

home, and at school, we can live in peace

B. The dutch first came to north america in the 1600s. They brought

many dutch customs like skating sleigh Riding and a game of nine

pins, which is Bowling today. the dutch also introduced the custom of

dying easter eggs.

106
107
 PUNCTUATION MARKS
(Style for Students Online. https://www.e-
education.psu.edu/styleforstudents.)

PUNCTUATION DESCRIPTION & NOT APPLICABLE

MARKS EXAMPLES
small-scale study finely tuned engine
two-prong plug blood pressure
strength-to-weight ratio sea level
high-velocity flow real estate
well-known example census taker
Hyphens frost-free lawn atomic energy
self-employed worker civil rights law
one-third majority public utility
coarse-grained wood groundwater

a student’s paper “SSTs” (sea surface

the county’s borders temperatures) is more
acceptable than
(whether they are “SST’s” when your
singular or plural, we intention is simply to
typically indicate pluralize.
possession simply by
Apostrophes adding the apostrophe
without an additional
“s.”)

Illinois’ law
Student Affairs’ office
interviewees’ answers

108
 The period and
comma go inside the
Quotation Marks quotation marks.
Incorrect: The people
Correct: The people of of the pine barrens are
the pine barrens are often called “pineys”.
often called “pineys.”

Grammatically, the
semicolon almost
always functions as an
equal sign; it says that
the two parts being
joined are relatively
equal in their length
and have the same
grammatical structure.
Semicolon Also, the semicolon
helps you to link two
things whose
interdependency you
wish to establish.

e.g.
The sonde presently
used is located in the
center of the borehole;
this location enables
the engineer to reduce
microphonics and
standoff sensitivity.

109
 *Use the colon when
you wish to provide
pithy emphasis.
e.g.
To address this
problem, we must turn
to one of the biologist’s
most fundamental
Colon tools: the Petri dish.

* Use the colon to

introduce material that
explains, amplifies, or
summaries what has
preceded it.
e.g.
1. The Petri dish: one of
the biologist’s most
fundamental tools.
2. In low carbon steels,
banding tends to
affect two properties in
particular: tensile
ductility and yield
strength.

110
 * functions almost as a
colon does in that it
adds to the preceding
material, but with extra
emphasis.

e.g.
1. Jill Emery confirms
that world have
Dash typically been ruled by
non-Muslims—
specifically Americans,
Russians, Israelis, and
the French.
2. The dissolution took
20 minutes—much
longer than
anticipated—but
measurements were
begun as soon as the
process was
completed.
*Complete ideas need Comma Overuse:
to be separated by a many writers develop
comma because, by the unfortunate habit
definition, they could of automatically
be grammatically putting commas into
autonomous, but the slots such as these:
writer is choosing to link
them. Complete ideas -between the subject
Commas are potentially whole and verb –of a
sentences that the sentence
writer chooses to link -after any number
with a conjunction -before any
such as “and” or “but.” preposition
-before or after any
e.g. conjunction

111
Digital recordings
made it possible to Thus, incorrect
measure the nuclear sentences such as
magnetic signal at any these appear in
depth, and this papers:
allowed for a precise
reading to be taken at 1. The bushings, must
every six inches. be adjusted weekly, to
ensure that the motor
* Descriptive phrases is not damaged.
tend to come at the 2. Many botanists still
very beginning of a do not fully appreciate
sentence, right after these findings even
the subject of a after 22 years,
sentence, or at the following the
very end of a publication of the
sentence, and to discovery paper.
enumerate

e.g.
1. James Lovelock,
who first measured
CFCs globally, said in
1973 that CFCs
constituted no
conceivable hazard.
2. All of the major
industrialized nations
approved, making the
possibility a reality.
3. The river caught fire
on July 4, 1968, in
Cleveland, Ohio.
4. This approach
increases
homogeneity, reduces
the heating time, and

112
 creates a more uniform
microstructure.

* We all know to place * In acronyms

a period to signal the commonly understood
termination of a simple or commonly used in
sentence that makes a your field (ASTM, EPA,
statement. US, GIS), do not use
periods after the
PERDIOD *By convention, if an capital letters.
abbreviated word
(such as “etc.”) ends a
sentence, let a single
period signal the
sentence’s end—two
periods in a row would
be incorrect.

113