NAGA COLLEGE FOUNDATION CENTER

FOR LANGUAGE DEVELOPMENT

M.T. VILLANUEVA, NAGA CITY

IRS 2 – ENHANCED SKILLS IN ENGLISH FOR EFFECTIVE COMMUNICATION

MODULE
FOR
FINALS
(WRITING AN ESSAY)

PREPARED BY:

JAMICA D. JEREMIAS
IRS 2 INSTRUCTOR

NOTED:

RICA RAPHAELA D. VILLANUEVA

HEAD, CENTER FOR LANGUAGE DEVELOPMENT

IRS 2 – ENHANCED SKILLS IN ENGLISH FOR EFFECTIVE COMMUNICATION

MODULE FOR WRITING
C o n t e n t s

I. ESSAY

II.A. DEFINITION

II.B. PARTS OF ESSAY

II.B.1. INTRODUCTION
II.B.2. BODY
II.B.3. CONCLUSION

II. ESSAY WRITING

II.A. EFFECTIVE ESSAY WRITING

II.A.1. PREWRITING
II.A.2. DRAFTING
II.A.3. REVISING
II.A.4. EDITING
II.A.5. FINAL DRAFTING (PUBLISHING)
NOTE: Submission of all course requirements will be on
or before AUGUST 1, 2020 via email
(emisaleealferez@gmail.com) or through messenger
(Emisalee Alferez).

To those who will not be able to access the module,

contact me at 09338537229. For further questions and
clarifications, message me via messenger or through my
contact number.

I. E S S A Y

INTRODUCTION
The fundamental concepts and terms of an essay are presented in this lesson. It
includes the definition of an essay and its parts.

LEARNING OUTCOMES
After this lesson, the students are able to:
1. define an essay;
2. explain the parts of an essay; and
3. write an essay.

II.A. DEFINITION OF ESSAY

What is an essay?
Derived from a Latin word “exagium” which means presenting one’s case.
An essay is a short writing composition expressing one’s idea, opinion, experiences,
or presenting facts about things and concepts.

II.B. PARTS OF ESSAY

What should an essay have to be called “essay”? Here are the main parts of essay:

II.B.1. INTRODUCTION
 ✔ Must contain an attention grabber for the reader or at least make the essay
sound interesting, may begin with a quote about the particular topic
✔ Ensure that the intro moves from the general to the specific in regards to the
topic
✔ Provides the reader with a “road map” of the essay in a logical order
✔ At the end there should be what is called a thesis statement, arguably the
most important component of the intro
✔ The thesis statement states the aim of the paper and may give insight into the
author’s examples and evidence

II.B.2. BODY
✔ Includes the evidence and support of the paper in addition to the author’s
ideas
✔ Paragraphs must include a topic sentence which relates the discussion back to
the thesis statement

✔ Logical ordering of ideas: 3 types of order

o Chronological order---order of time, good for narratives
o Spatial order-good for descriptions of locations; top to bottom, e.g.
o Emphatic order-least important to most important; most common for
college writing
✔ Ensure that transition sentences are present to create a good flow to the essay
✔ Include substantial examples and evidence to support your argument.
✔ Make sure each example is relevant to your particular topic

II.B.3. CONCLUSION
✔ This section should wrap all of your arguments and points
✔ Should restate the main arguments in a simplified manner
✔ Ensure that the reader is left with something to think about

ACTIVITY 7
7.1. Define and explain the following terms in two to three sentences (2pts):

a. essay

PARTS of ESSAY

b. Introduction
 c. Body

d. Conclusion

7.2. Write an essay with: title; its three main parts; and at least 3 paragraphs.
Essay should be about Enhanced Community Quarantine due to COVID19.

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Rubrics for Activity 7.1

1 0.5 0
Clearly stated the Stated and Stated the meaning
meaning of the explained the of the word without
DEFINITION AND word; well- meaning of the explanation
EXPLANATION explained meaning word in one
in two to three sentence.
sentences.
Excellent flow of Good flow of Coherency and
thoughts with thoughts with grammatical
sentences’ coherency and few correctness need to
CLARITY OF
coherency and grammatical be improved.
THOUGHT
almost no mistakes.
grammatical
mistakes.
Rubrics for Activity 7.2

Traits 4 3 2 1

Focus & There is one clear, There is one clear, There is one topic. The topic and main
Details well-focused topic. well-focused topic. Main ideas are ideas are not clear.
Main ideas are clear Main ideas are clear somewhat clear.
and are well but are not well
supported by detailed supported by detailed
and accurate information.
information.
Organization The introduction is The introduction states The introduction There is no clear
inviting, states the the main topic and states the main topic. introduction,
main topic, and provides an overview A conclusion is structure, or
provides an overview of the paper. A included. conclusion.
of the paper. conclusion is included.
Information is relevant
and presented in a
logical order. The
conclusion is strong.
Voice The author’s purpose The author’s purpose The author’s purpose The author’s purpose
of writing is very clear, of writing is somewhat of writing is of writing is unclear.
and there is strong clear, and there is somewhat clear, and
evidence of attention some evidence of there is evidence of
to audience. The attention to audience. attention to audience.
author’s extensive The author’s The author’s
knowledge and/or knowledge and/or knowledge and/or
experience with the experience with the experience with the
topic is/are evident. topic is/are evident. topic is/are limited.
Word Choice The author uses vivid The author uses vivid The author uses words The writer uses a
words and phrases. words and phrases. that communicate limited vocabulary.
The choice and The choice and clearly, but the writing Jargon or clichés
placement of words placement of words is lacks variety. may be present and
seems accurate, inaccurate at times detract from the
natural, and not and/or seems meaning.
forced. overdone.
Sentence All sentences are well Most sentences are Most sentences are Sentences sound
Structure, constructed and have well constructed and well constructed, but awkward, are
Grammar, varied structure and have varied structure they have a similar distractingly
Mechanics, & length. The author and length. The structure and/or repetitive,
Spelling makes no errors in author makes a few length. The author or are difficult to
grammar, mechanics, errors in grammar, makes several errors in understand. The
and/or spelling. mechanics, and/or grammar, mechanics, author makes
spelling, but they do and/or spelling that numerous errors in
not interfere with interfere with grammar, mechanics,
understanding. understanding. and/or spelling
that interfere
with
understanding.
Teacher’s
Comments
III. E S S A Y WRITI NG

INTRODUCTION
In this part, the process of essay writing will be shown. This should help you to
write an effective essay.

LEARNING OUTCOMES
After this leson, the students are able to:
1. explain the process of writing an essay; and
2. write an effective essay.

III.A. EFFECTIVE ESSAY WRITING

These are the stages or processes of writing which would help enhance your writing
skills.

III.A.1. PREWRITING

Before you write, you need to come up with an idea. Prewriting comprises
everything you do before you start your rough draft. You have to think of interesting things
or idea, expound that by gathering information or details from what you read, research or
even own experiences.

Tips in choosing or making topic:

a. Timeliness – it must be timely; do not choose a stale or common topic

b. Relatable – it must relate to life; it must interest people

c. Controversial – latest events, controversial issues

d. Uniqueness – it must be different from others; not commonly read

After choosing a topic, brainstorm. List all the things that would include or
relate to the topic. You can make an outline to organize your thoughts or ideas.

III.A.2. DRAFTING (WRITING)

From the outline you wrote, start composing following the outline. Outline
means the skeletal framework of your writing composition. Since we have three main parts
of essay, you should have three parts for your outline namely: introduction, body,
conclusion.
The following parts have been discussed in the previous lesson.

III.A.3. REVISING

It is an act of making your work into the best output. Revision has four stages:

a. Adding – if you have thought of something important that would relate to

your topic, write and add it.
b. Rearranging – sometimes, your essay would be better if you reorder its
paragraphs to have a clearer flow of ideas
c. Removing- if you can add ideas, you can also eliminate an idea you think
does not really fit the essay
d. Replacing – there are words that are more appropriate, better, more vivid to
the words in your essay so replacing them would make your writing improved.

III.A.4. EDITING

Editing includes the close-up view of individual sentences and words. In

editing, you go through the composition line by line, its grammar, spelling, punctuations,
etc.

III.A.5. FINAL DRAFTING (PUBLISHING)

After having done every process mentioned above – prewriting, drafting,

revising, and editing – you are now ready to submit and publish your essay.
ACTIVITY 8

8.1. What are the processes in essay writing? Identify them and explain in paragraph form
with at least six to eight sentences.

*Identification of Essay Writing Processes – 5 pts

*Explanation - 5 pts

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8.2. Applying what have been discussed in this module, write an effective essay with three
paragraphs. The title of the essay is, “COVID-19: A PROBLEM OR A SOLUTION?”

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NOTE: Submission of all course requirements will be on

or before AUGUST 1, 2020 via email
(emisaleealferez@gmail.com) or through messenger
(Emisalee Alferez).

To those who will not be able to access the module,

contact me at 09338537229. For further questions and
clarifications, message me via messenger or through my
contact number.
Rubrics for Activity 8.2

Traits 4 3 2 1

Focus & There is one clear, There is one clear, There is one topic. The topic and main
Details well-focused topic. well-focused topic. Main ideas are ideas are not clear.
Main ideas are clear Main ideas are clear somewhat clear.
and are well but are not well
supported by detailed supported by detailed
and accurate information.
information.
Organization The introduction is The introduction states The introduction There is no clear
inviting, states the the main topic and states the main topic. introduction,
main topic, and provides an overview A conclusion is structure, or
provides an overview of the paper. A included. conclusion.
of the paper. conclusion is included.
Information is relevant
and presented in a
logical order. The
conclusion is strong.
Voice The author’s purpose The author’s purpose The author’s purpose The author’s purpose
of writing is very clear, of writing is somewhat of writing is of writing is unclear.
and there is strong clear, and there is somewhat clear, and
evidence of attention some evidence of there is evidence of
to audience. The attention to audience. attention to audience.
author’s extensive The author’s The author’s
knowledge and/or knowledge and/or knowledge and/or
experience with the experience with the experience with the
topic is/are evident. topic is/are evident. topic is/are limited.
Word Choice The author uses vivid The author uses vivid The author uses words The writer uses a
words and phrases. words and phrases. that communicate limited vocabulary.
The choice and The choice and clearly, but the writing Jargon or clichés
placement of words placement of words is lacks variety. may be present and
seems accurate, inaccurate at times detract from the
natural, and not and/or seems meaning.
forced. overdone.
Sentence All sentences are well Most sentences are Most sentences are Sentences sound
Structure, constructed and have well constructed and well constructed, but awkward, are
Grammar, varied structure and have varied structure they have a similar distractingly
Mechanics, & length. The author and length. The structure and/or repetitive,
Spelling makes no errors in author makes a few length. The author or are difficult to
grammar, mechanics, errors in grammar, makes several errors in understand. The
and/or spelling. mechanics, and/or grammar, mechanics, author makes
spelling, but they do and/or spelling that numerous errors in
not interfere with interfere with grammar, mechanics,
understanding. understanding. and/or spelling
that interfere
with
understanding.
Teacher’s
Comments

REFERENCES
Tendero, Mora, et.al. (2011). Developing English Competency for College Students

(2012). Webster’s New English Dictionary

https://www.toppr.com/guides/english/writing/essay/