SIMPLIFIED COURSE PACK (SCP) FOR SELF-DIRECTED

LEARNING

Reading and Writing Skills

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Course Code/Title SJPCS7/ Reading and Skills
This course aims to engage students in appreciation and critical study of
Course Description Reading and Writing Skills as applied to a wide range of materials other
than poetry, fiction, and drama.
Written Compilation applying the Purposeful Writing in the Disciplines and
Course Requirement
for Professions
Time Frame 80 Hours (40 Hours for 3rd Quarter and 40 Hours for 4th Quarter)
Grading System DepEd Grading System (Core Subjects)
Contact Detail
SHS Principal Christeline F. Balante, LPT, RN, MAN (09336369769)
 Course Map

SCP-Topics: 3rd Quarter SCP- Topics: 4th Quarter

1. Critical Reading Strategies
2. Explicit, Implicit, Inference
Week 3. Types of Claims
Week 1 Text as Connected Discourse
10-11 A. Claim of Fact
B. Claim of Policy
C. Claim of Value
Techniques in Organizing Information:
A. Reading as reasoning
1. Brainstorming Week
Week 2 B. Evaluative Essay
2. Graphic Organizers 12-13
C. Textual Evidence
3. Outline
Patterns of Development in Writing
1. Development by Description
2. Development by Narration
3. Development by Comparison & Purposeful Writing in the Disciplines and
Contrast for Professions:
4. Development by Definition a. Book Review or Article Critique
Week Week
5. Development by Classification b. Literature Review
3-5 14-15
6. Development by Cause & Effect c. Research Report
7. Development by Analogy d. Project Proposal
8. Development by Q&A e. Position Paper
9. Development by Process Analysis
10. Development by Problem &
Solution
Professional correspondence
a. Resume
Properties of A Well-Written Text: b. Application for College
Week Week
Organization, Coherence & Cohesion, Admission
6-8 16-17
Language Use, Mechanics c. Application for Employment
d. Various forms of Office
Correspondence
Week
Week 9 3rd Quarter Examination 4th Quarter Examination
18

Welcome Aboard! This course aims to engage in the appreciation and critical
study of reading and writing skills as applied to a wide range of materials other
than poetry, fiction, and drama. In the 3rd quarter of this course, you will study
and appreciate reading and thinking strategies across text types by describing
the text as connected discourse; and distinguishing the different techniques in
organizing information. In the 4th quarter of this course, you will study and
appreciate critical reading and will learn the importance of reading as
reasoning. Good luck and enjoy learning.
 Week 1 Reading and Thinking Strategies Across Text Types
Lesson Title Text as Connected Discourse
Learning Competency Describe a written text as connected discourse.

I
LEARNING NTENT!
Terms to Ponder
This section provides meaning and definition of the terminologies that are
significant for a better understanding of the terms used throughout the
simplified course pack of Reading and Writing Skills. Having you intuitively
understand words from their use in readings or in class is the best solution to
learn vocabulary. By learning and understanding these terms, you can become
more adept at properly using the discipline’s specific vocabulary and acquire a
better understanding of the related concepts.
Text is a piece of writing or speech or the main body of a printed or
written matter on a page.
Connected Discourse or Connected Speech is a continuous sequence
of sounds forming utterances or conversations in spoken language.
Coherence is the unifying element in a text and discourse. It is about
how ideas in a sentence are arranged and are connected so that the
information or points are properly understood.
Parallelism shows equal grammatical structure or pattern to clearly
express ideas that are given in a series.

Essential Content
Text as Connected Discourse
Text as Connected Discourse, drag in two interrelated concepts –
the text and the discourse. The understanding of the text requires an
understanding of the discourse. As defined, discourse is the expression of
ideas that a person can think of. In addition, the ideas in discourse may
spark responses or may provoke an action.
In terms of text, it refers to the sum of the discourses. When we link the
discourses together, it makes up a large unit of written language we call a
text. A text shall have the following characteristics (M. Jorgensen & L.
Phillips, 2002):
A. Cohesion – the connection of ideas at the sentence level.
B. Coherence – the connection of ideas at the paragraph level.
C. Intentionality – dwells into the purpose of the author/writer.
D. Informativity – the quantity of new information in the text.
E. Acceptability – how factual the pieces of information are. 
F. Situationality – the socio-cultural appropriateness of the text. Is
it appropriate or acceptable to the target reader?
G. Intertextuality – refers to those interrelationships among texts
that shape a text’s meaning.
Coherence and Cohesion
Coherence is defined as the quality of being logical, consistent, and
able to be understood. It also refers to the “rhetorical” aspects of writing,
which include developing and supporting argument (e.g., thesis statement
development), synthesizing and integrating readings, organizing, and
clarifying ideas, it is the connection of ideas at the idea level. Cohesion is
also a very important aspect of academic writing because it immediately
affects the tone of writing. It also refers to the act of forming a whole unit. It
is effectively a subset of coherence. 
To achieve coherence in writing, three basic considerations can be used:
the use of transitional words and phrases to show relationships, repeating
keywords, and phrases, and using a parallel form. Transitional words and
phrases signal the relationship between words in a sentence. Simple
connectives such as for, and, nor, but, or, yet, so make the flow of the ideas
in a sentence or paragraph smooth.
Here are some useful transitions that you can use in your writing:
1. To give example: for example, for instance, in fact, indeed, to
illustrate.
2. To compare: also, likewise, similarly, in the same way, at the
same time.
3. To contrast: although, and yet, at the same time, but, despite,
even though, despite of, in spite of, nevertheless, in contrary, on the
other hand, even though, though, however, notwithstanding.
4. To show addition: and, also, again, in addition, furthermore,
moreover.
To show place or duration: above, below, beneath, beyond, farther,
here.
 5. To summarize: in other words, in short, in summary, to sum
up, all in all.
6. To show time: after, before, during, finally, afterward, next,
since, then, until, while, immediately, later, as soon as, finally.
7. To indicate logical relationships: because, therefore, thus, for
this reason, hence, if, otherwise, as a result, accordingly
Parallelism
Parallelism shows equal grammatical structure or pattern to clearly
express ideas that are given in a series. Study the sentences below to learn
how to balance words, phrases, and clauses.
1. Balance use of words
Faulty Parallelism: My friend is honest, sincere and possesses
humility.
Parallel/ Revised: My friend is honest, sincere, and humble.
2. Balance Use of Phrases
Faulty Parallelism: Seeing a ghost is to believe in ghosts.
Parallel/ Revised: Seeing a ghost is believing in ghosts.
3. Balance Use of Clauses
Faulty Parallelism: The applicant was told that he got the job and
next day.
Parallel/ Revised: The applicant was told that he got the job and
that he could start the next day.
Here is an example of how elements in a text are unified.
Sentence 1: I have been so many places in the Philippines.
Sentence 2: I have already gone to Puerto Princesa, Davao, South
Cotabato, and Baguio City, among others.
Combined Sentences:
I have been to many places in the Philippines. For example, I have
already gone to Puerto Princesa, Davao, South Cotabato, and Baguio
City, among others.
Search Indicator
Barton, David, and Carmen Lee. "Language Online: Investigating Digital Texts and
Practices." Routledge, 2013.

Carter, Ronald, and Michael McCarthy. "Cambridge Grammar of English."

Cambridge University Press, 2006.

Ching, Marvin K. L., et al. "Linguistic Perspectives on Literature." Routledge,

2015.

Baker, Paul, and Sibonile Ellece. Key Terms in Discourse Analysis. 1st ed.,
Bloomsbury Academic, 2013.

Bloor, Meriel, and Thomas Bloor. Practice of Critical Discourse Analysis: An

Introduction. Routledge, 2013.

Antonino, M. T & Salon, N. (2009), Climbing the ladder of success through

business writing. Malabon City: Mutya Publishing House, Inc.

Atienza, L. (2003). Basic communication and thinking skills. Meycauayan,

Bulacan: Trinity Publishing, Inc.