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Reading and Writing

Information Sheet No.3

Topic: Properties of a Well-written text

MELCs:
1.Identifies properties of a well-written text EN11/12RWS-IIIa-4
a.organization
b. coherence and cohesion
c. language use
d. mechanics

Objectives:
1. determine the different properties of a well-written text;
2. consider the given properties in evaluating and writing a text; and
3. use the following properties in writing a text.

PROPERTIES OF A WELL-WRITTEN TEXT

(Make Your Paragraphs Effective)

We value order. Gilovich, as cited in Hale (2016), argued that human beings become
uneasy when faced with chaos and chance. The same is true with reading and writing.
No matter how substantial and vital the information given to us is, we cannot make
sense of them unless presented in an organized manner.

When a writer has already gathered enough materials in developing his paragraph,
the next step is how to organize properly. Then in order to acquire the needed pattern of
paragraph development; which ideas should be placed at the beginning, which ideas
should be placed in the middle, and which ideas should be used to end the paragraph.
Coherence and cohesion should also be considered to make the agreement of ideas in a
logical manner. Should the writer arrange his ideas in ascending or descending order?
(Climactic arrangement). The mechanics of writing has to be properly utilized like
capitalization, contractions, gerund and participle, pronouns, abbreviations, anonyms,
unit of measurements, and punctuation marks. And lastly, the writer has to determine the
language to use transition words and phrases.

Knowing the parts of a paragraph and the essay will help you form the framework of
your composition, and knowledge of the aspects that make a well-written text will enable
you to ensure the quality of your work. More importantly, the message you want to
communicate will effectively come through.

This unit focuses on the properties of a well-written text—organization,

unity/focus, coherence and cohesion, language use, and mechanics. In a nutshell,
a well-written text is easy to understand—and properties that make a text easy to
understand is the focus of this lesson. It is crucial for you to be familiar with these
properties since these are the properties that your own works should have.

A. ORGANIZATION/ADEQUATE DEVELOPMENT

Knowledge of the parts of a composition is a great help in adhering to the correct

organization of ideas. The sentences within a paragraph must also be organized
logically. Organization here refers to the patterns of development.

A well-written text should have development/organization. Each paragraph

should support the central idea of the paper. Individual sentence should support
the main point of the paragraph. Each of the details should have a clear and
consistent connection to the thesis and topic sentence.

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 A well-written text is organized. By organized, we mean that ideas presented in
the selection flows in a logical manner. Organization is achieved when ideas are
logically and accurately arranged. When we write, we have to make sure that our
readers will understand our thoughts well.

When a text has development, the topic sentence in the paragraph should be
elaborated on using concrete evidence, different examples, relevant facts, and
specific details. Having specific details help your readers become interested in your
topic, understand your message, and convince them of the validity of your topic
sentence.

A well-organized text has three main parts—the introduction, the body, and the
conclusion. You usually introduce the central idea and preview your main idea in
your introduction. Your main ideas are further elaborated and explained in the body.
Below are some ways you can organize the body of your essay or paper.

1. Chronologically

When you write about procedures or events, you usually organize your main
ideas in a chronological manner. Ideas must be arranged in a sequential order to
facilitate better understanding of a certain procedure or event.

An example is when writing about post-EDSA Philippine presidencies. The most

logical way to start the article is by discussing the administration of Corazon Aquino first,
followed by the governments of Ramos, Estrada, Arroyo, Aquino, and Duterte.

2. Topically

You can also organize your thoughts topically. For example, for controversial,
argumentative papers such as “Reasons why death penalty should not be approved,” it
is suggested that the writer start with the least controversial ideas, and end it with the
most convincing ones since last items are the ones people recall the best.

3. Spatially

Another way we can arrange our ideas is spatially. We arrange ideas in a spatial
manner whenever we discuss location, position, and directions.

Spatial organization is also used when describing a person or a place. For example,
we are writing about the items on our desk. We may say “On top of my desk is my
laptop. Next to it lies my notebook that I used earlier during class.”

4. Cause and Effect

When we organize our ideas in a cause and effect manner, we explain why
something happened or identify the effects of something. This organizational pattern is
used when we are explaining a phenomenon. This pattern is also used whenever we
seek to persuade.

For example, we are writing about the adverse effects of smoking. We may start our
papers with our central proposition that smoking causes serious health problems. Here,
we start with the cause—smoking. Now the main ideas would be the effects such as
lung cancer, asthma, osteoporosis, and blindness.

5. Problem and Solution

The problem and solution pattern is similar to the cause and effect. The difference is
that cause and effect texts do not necessarily propose solutions to a problem. Hence,
this organizational pattern is most commonly used when writing an argumentative
persuasive text.

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 EXAMPLE 1:

Text without Organization Text with Organization

Thomas Edison was simply the one
who created the first commercially viable
light bulb. It is widely believed that he
invented the light bulb. What made
Edison’s light bulb successful was his
use of carbonized bamboo as the
filament. This made the bulb last longer
and it was cheap enough to be available
for the masses. He only improved on
previous works of investors who also
worked on the same project.
Although it is widely believed that
Thomas Edison invented the light bulb, in
reality he was simply the one who
created the first commercially viable light
bulb. Along with his team, Edison
improved the previous works of inventors
who also worked on the same project.
Compared to previous versions, what
made his light bulb successful was his
use of carbonized bamboo as the
filament. This made the bulb last longer
and it was cheap enough to be available
for the masses.

EXAMPLE 2:

Text without Organization Text with Organization

I dislike Physical Education (PE). Why
is it that we have to waste class time
playing sports that we have no choice
in? Who said basketball is the best
sport? I dislike PE because it makes me
tired. It makes my skin dark. Finally, I
dislike it because I look stupid when I
play sports.
I am one student who has a strong
dislike for PE. First, I do not like how we
have little choice in the sports we play in.
We usually play basketball, volleyball, or
other team sports. I am someone who
prefers one-on-one games because I am
shy and I find it hard to work in a team.
Second, most sports we choose involves
outdoor settings. My skin is sensitive to
the sun and I get allergies and become
dark easily when exposed to sunlight for
too long. Finally, most sports we play are
spectator sports. They are meant to be
played before a cheering audience. As
someone who is self-conscious when
playing sports (especially since I am not
sporty), I am uncomfortable when all
eyes are on me. Overall, I believe I will
enjoy this subject more if we had more
options in the sports we take up.

B. FOCUS/UNITY

A well-written text should have focus. An essay should have a single clear central
idea (thesis statement). Each paragraph should have a clear main point or topic
sentence.

A well-written text should have unity. Each paragraph in an essay should be related
to the main idea. Each paragraph should stick to its main point.

A paragraph is unified when all of its sentences work towards the same end. Each
phrase and sentence should illustrate, clarify, explain, support, and/or address the idea
that the topic sentence puts forward. An essay is unified when all of the paragraphs
illustrate, clarify, explain, and/or address the idea expressed in the essay’s thesis
statement.

Unity means “oneness” that is – all of the sentences in the paragraph are related to
the topic sentence. In a unified text, all the supporting ideas are relevant and connected
to the main thought. The whole paragraph should begin and end with one focus only.
Every paragraph and essay must develop only one idea to make it clear and
understandable to the readers. This single idea is reflected in a topic sentence in a
paragraph and a thesis statement in an essay. Each of the details should have a clear
and consistent connection to the topic sentence. It connotes interconnected details,

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information, and examples that revolve around the main idea. Any information that
deviates from the topic is called a digression. Without unity, the text will be confusing.

EXAMPLE 1:

Text without Unity Text with Unity

Viral videos circulating online expose
the danger in sensationalist culture:
anyone’s life can change in one single
post. A like in Facebook can change
everything. For example, the video of the
students who verbally abused a guard in
the LRT has changed the life of the
students. Therefore, people must take
note of their actions wherever they may
be, because these might be documented
and posted online. In addition to that,
everyone must be wary of the things they
post, because they can never know who
will share it, too.
Viral videos circulating online expose
the danger in sensationalist culture:
anyone’s life can change in one single
post. For instance, the video of a student
who verbally abused a guard in the LRT
has drastically altered the future of the
student. She was bashed by netizens for
her rude behaviour, and the hashtag
#AMALAYER taken after the way she
pronounced, “I’m a liar,” trended soon
afterwards. News reports following the
incident soon revealed that the girl has
received considerable flak and has even
become a victim of bullying.

EXAMPLE 2:

In their book, Wilbert McKeachie and Marilla Svinicki described four types of
challenging students. The first type is composed of the attention-seeking, discussion-
dominating students who want to be heard. The second type is comprised of the
inattentive students who doodle and drift off during class discussions. They often
stare into their cell phones and chat with their classmates during lecture. The third
type is composed of the uprepared students who are characterized as the ones who
skip doing their assignments prior to the class. They do not have pens or paper even
when they know that they are scheduled to take their quizzes and exams. The last
type of challenging students includes the uncivil and disrespectful ones who display
rude behaviors. Knowing these types of challenging students would help teachers
manage these behaviors constructively.

Source: blog.cengage.com/top-blog/four-types-of-students-you-may-see-in-your-classroom/

C. COHERENCE AND COHESION

A well-written text should have coherence. The word coherence came Latin “to
cling”. An essay or paper should be organized logically, flow smoothly, and “stick”
together. In other words, everything in the writing should make sense to a reader.

Coherence is the quality of being logical, clearly organized, not rumbling, or

confusing.
Cohesion is the connection or linking ideas in a test making it unified and coherent.

Coherence and cohesion are achieved when ideas are logically, clearly, and
smoothly linked to one another; without it, the reader may not be able to comprehend
your composition. Although these two concepts are interrelated, they are distinct.
Coherence occurs when ideas are connected at the conceptual or idea level. It can be
seen through well-defended arguments and organized points.

Unlike coherence, cohesion is the connection of ideas at the sentence level and
paragraph level. It can be readily seen in a text through the smooth flow of the

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sentences and the connection of the ideas. Cohesion can be applied using three
techniques. The first one is through the use of pronouns to refrain from using a specific
word repeatedly. The second technique is through the use of transitional devices to
connect sentences with linked ideas. The last technique employs a repetition of
keywords to tie up the paragraphs subtly.

Coherence and cohesion are related since a lack of cohesion will often lead to a lack
of clarity. In other words, if sentences are not linked together effectively, the text may be
difficult to understand.

A well-written paragraph is coherent; that is, the ideas in the paragraph are arranged
in a logical order and are clearly related to each other. Coherence enables the reader to
follow the writer’s train of thought with ease. Coherence is achieved when ideas flow
smoothly within and between paragraphs. Coherence makes use of the right connectors
to show relationships of ideas in sentences, paragraphs, and themes.

Even though all the sentences of a paragraph bear upon a single point, unless they
are knit together and flow into one another so that their relation to that single point is
clear, they will not be coherent. A coherent paragraph leads the reader easily from
sentence to sentence (Legget, Mead, & Charvat, 1970, p. 196).

Good expository writing moves from one idea to the next in a way that makes
sense. If your writing flows smoothly in this way, readers do not have to go back and
reread to figure out what you mean. One of the best ways to make your writing flow is to
use connecting words and phrases (cohesive devices). It is paramount to use
cohesive devices. According to Pell (n.d), they give the reader signal about how the
clauses, sentences, and paragraphs are related. Your paragraph can become more
coherent through the use of logical order and signal devices, or words that give
readers an idea of how the points in your paragraph are progressing. The following are
examples of signal devices:

Transitions (these are words and phrases that connect one idea to another)

Transitional devices are like bridges between parts of your paper. They are cues that
help the reader to interpret ideas a paper develops. Transitional devices are words or
phrases that help carry a thought from one sentence to another, from one idea to
another, or from one paragraph to another. And finally, transitional devices link
sentences and paragraphs together smoothly so that there are no abrupt jumps or
breaks between ideas.

Here is a list of some common transitional devices that can be used to cue
readers in a given way.

a. Time (immediately, afterward, before, prior to, at the same time, after,
earlier, simultaneously, during, at last, finally, in the meantime, sooner
or later, when, whenever, until, eventually, then, soon, meanwhile,
now, subsequently, etc.)
b. Sequence/Process (first, second, third, next, finally, last, etc.)
c. Addition (moreover, furthermore, also, another, not only … but also,
additionally, as well as, etc.)
d. Space (above, next to, below, behind, beside, etc.)
e. Illustration/Example (for instance, specifically, for example, namely,
in this case, to illustrate, most compelling evidence, etc.)
f. Comparison (equally, equally important, similarly, also, in the same
way, still, likewise, in comparison, too, by the same token, etc.)
g. Contrast/Opposition/Contradiction (but, despite, in spite of,
however, nonetheless, nevertheless, even though, albeit, yet, on the
other hand, although, on the contrary, otherwise, conversely, while,
whereas, although this may be true, in reality, notwithstanding, etc.)
h. Cause and Effect (because, for this reason, since, therefore, as a
result, consequently, thus, hence, then, under those circumstances,
etc.)
i. Persuasion/Emphasis/Argument (in fact, as a matter of fact, again,
to point out, another key point, indeed, truly, obviously, evidently,
certainly, besides, undeniably, apparently, indubitably, in the first

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 place, not to mention, it is important to realize, the first thing to
remember, with this in mind, etc.)
j. Conclusion (thus, therefore, in brief, by large, all things considered,
in conclusion, in short, all in all, on the whole, overall, given these
points, in essence, as has been noted, altogether, etc.)

D. LANGUAGE USE and MECHANICS

No matter how good our ideas are, if we cannot articulate them well, our text cannot
be considered well-written. Hence, language use is also of primary importance. Effective
language is the vehicle of a good idea. The way language is used is one of the clearest
indicators of a well-written text. It enables the writer to effectively communicate ideas
without confusing the reader. Good word choices (diction) and well-crafted sentences
can make one’s writing effective.

A well-written text should have correctness. A paper should be written in generally

correct standard English, with complete sentences, and be relatively error-free.

The writer should know grammatical rules because sentences must be

measured by the standards of writing.

Effective language use is achieved by observing the following time-tested principles

in writing.

 Use clear and concise sentences. On average, a sentence is 18 words long.

Note that this does not require every sentence to be composed of exactly 18
words.

DON’T
Image is a very important factor in
politics because once the reputation of a
person is smeared by accusations, the
people’s perception of the person is
forever tainted and it may cause him to
lose credibility and trust even when the
truth behind allegations is not yet verified.
DO
Image is a very important factor in
politics. Once the reputation of a person is
smeared by accusations, the people’s
perception of the person is forever tainted.
The person may lose his credibility, even
when the allegations is not yet verified.

 Avoid redundancies, wordiness, clichés, and high falutin language.

DON’T DO
Although offsprings are taught not to Although children are taught not to take
obtain free gifts from strangers, at the gifts from strangers, many still do.
present moment many still do.

 Avoid excessive use of “there” and “it” structures. These sentences can be
revised by dropping the “there” and “it” phrase and transforming the sentences
appropriately.

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 DON’T DO
There are many people walking on this Many people walk on this street during
street during Sundays. It is important to Sundays. Keeping your valuables close to
keep your valuables close to you. you is important.

 Use precise vocabulary. Be accurate and condense lengthy phrases into fewer
words.

DON’T
Shafts that control the break during
urgent situations are built inside MRT
trains to keep the passengers free from
harm.
DO
Emergency levers are installed in every
MRT train for the safety of the passengers.

 Be consistent with your pronoun’s point of view.

DON’T DO
We should accept that fate is simply an We should accept that fate is simply an
illusion; you must not leave our decisions illusion; we must not leave our decisions to
to something that does not exist. something that does not exist.

 Avoid sexist language. This issue can be addressed by using articles (a, an, and
the), using plural nouns, using his or her instead of his, writing through a second
person point of view, or using gender-neutral nouns (e.g. chairperson instead of
chairman). Make sure not to overuse the his or her technique as it breaks up the
flow of your compositions.

DON’T DO
Every employee should submit his All employees should submit their
credentials. credentials.

 Use the appropriate level of formality. The more formal texts use an academic
tone while the less formal ones use a personal or colloquial tone.

DON’T DO
Yes, diskettes are like things of the Diskettes may be outdates, but they are
past, but they’re still totally cool. still fascinating.

MECHANICS

The technical aspect of writing, also known as mechanics, should not be overlooked
when writing.

When we talk about mechanics, we refer to the conventions we follow when it comes
to capitalization, spelling, contractions, numbers and numerals, punctuation marks,
gerunds, abbreviation, participles, and documentation among many others. We must
understand that there are so many considerations to think about and follow when writing
academically and professionally.

In academic and more formal texts, the following should be observed:

1. Always use Standard English.

2. Avoid contractions (e.g., shouldn’t)
3. Avoid exclamation marks unless they are part of a direct quotation.
4. Mention the full name of an institution or organization with the abbreviation in
parenthesis, in first mention. Thereafter, use the abbreviation.
5. Numbers from zero to ten should be spelled out while numbers higher than ten
should be written in figures.
6. Generally, citations are used in academic and formal texts. However, they are
sparingly used in business texts.

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 Text without Mechanics
Pluto was demoted to a dwarf planet
in 2006 after the General Assembly of
the IAU, as it only met 2 out of the
association’s three requirements to
qualify as a Planet (Library of Congress).
The dispute started when Caltech
astronomy prof Mike Brown discovered
an Asteroid bigger than Pluto in 2005
(Cain, 2012). The science community
went wild! Brown’s findings sparked a
debate on whether this new planet,
which he named eris, should be added to
the roster of 9 Planets. The controversy
prompted the International Astronomical
Union to meet up and delineate what a
‘planet’ is. They came up with three
requirements to classify a celestial body
as a planet and removed the Planet
Status of Pluto based on the new
definition.
Text with Mechanics
Pluto was demoted to a dwarf planet
in 2006 after the general assembly of the
International Astronomical Union (IAU),
as it only met two out of the association’s
three requirements to qualify as a planet
(Library of Congress). The dispute
started when Mike Brown, a professor of
astronomy at the Californian Institute of
Technology (CalTech), discovered an
asteroid bigger than Pluto in 2005 (Cain,
2012). Brown’s findings sparked a
debate on whether this new planet,
which he named Eris, should be added
to the roster of nine planets. The
controversy prompted the IAU to meet up
and delineate what a ‘planet’ is. They
came up with three requirements to
classify a celestial body as a planet and
removed the planet status of Pluto based
on the new definition.

Organization, unity, coherence, and language use and mechanics, when put
together, result in clear and effective writing. Practice incorporating all these elements
in your writing and you will surely be on your way in creating your written compositions
with finesse and excellence.

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Self-Check

I. Read each sentence carefully and replace the underlined phrase with
the choice that creates a parallel structure. Encircle the letter of your
choice.

1. Learning a new language as an adult is more difficult than to learn one as

a child.
a. learning
b. to learning

2. Every morning, I run two miles, walk one mile, and half a mile on the bike.
a. half a mile
b. bike half a mile

3. There are two ways to get a promotion: working hard or make friends in
high places.
a. work hard
b. to working hard

4. Many college students have the same goals: playing hard, doing well in
classes, and a job after graduation
a. after graduation, a job
b. finding a job after graduation

5. The man walked down the street, stopped at a shop window, and was
fixing his tie.
a. fixed his tie
b. to fix his tie

6. The chef chopped the parsley, peeled the tomatoes, and cut the zucchini
into cubes.
a. was cutting the zucchini into cubes
b. cubed the zucchini

7. People often try to avoid eye contact with others, whether riding on a bus,
strolling through a shopping mall, or when they are in supermarket.
a. waiting in line at a supermarket
b. in a supermarket line

8. When trying to impress a prospective employer, people should pay

attention to their clothing, their posture, and that they don’t use too much
slang.
a. if they use too much slang
b. their speech

9. Critics argue that the television show trivializes violence, glamorizes drug
use, and premarital sex.
a. encourages premarital sex
b. was encouraging premarital sex

10. The bedroom was filled with old newspapers and radios that don’t work.
a. radios that are broken
b. broken radios

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