SCHOOLYEAR: 2021 - 2022 SECOND SEMESTER: MODULE 1

SUBJECT: READING AND WRITING “READING AND THINKING STRATEGIES”

I. INTRODUCTION
As a learner, you are expected to realize that information in a written text may be selected and organized to
achieve a particular purpose and you are also expected to critique or evaluate a chosen sample of each pattern of
development focusing on information selection, organization and development.
II. STANDARD
CONTENT STANDARD
The learner realizes that information in a written text may be selected and organized to achieve a particular purpose.
LEARNING OBJECTIVES
By the end of this module, students will be able to:
1. Describe a written text as connected discourse;
2. Distinguish between and among techniques in selecting and organizing information;
a. brainstorming list c. topic outline
b. graphic organizer d. sentence outline
3. Distinguish between and among patterns of development in writing across disciplines;
a. narration e. comparison and contrast
b. description f. cause and effect
c. definition g. problem - solution
d. exemplification / classification h. persuasion
III. TRANSFER
In the end of the module, students will be able to critiques a chosen sample of each pattern of development focusing on
information selection, organization, and development.
IV. DISCUSSION

LESSON 1: TEXT AS CONNECTED DISCOURSE

Text is generally considered as written material, especially longer pieces of writing as in a book, a letter or a
newspaper. While discourse refers to a formal and orderly and usually expression of thought on a subject (merriam-
webster.com)
In academic terms, a text is anything that expresses a set of meanings to the person who examines it. You might
have thought that texts were limited to written materials, such as books, magazines, newspapers, and ‘zines (an informal
term for magazine that refers especially to fanzines and webzines). Those items are indeed texts—but so are movies,
paintings, television shows, songs, political cartoons, online materials, advertisements, maps, works of art, and even
rooms full of people. If we can look at something, explore it, find layers of meaning in it, and draw information and
conclusions from it, we’re looking at a text.
According to Jorgensen and Phillips, the following are the qualities of a text:
1. Cohesion – the parts are connected.
2. Coherence – the overall text has meaning
3. Intentionality – the writer’s attitude and purpose can be discerned
4. Acceptability – the text is recognized
5. Informativity – there is a quantity of new or expected information
6. Situationality – the text’s topic is situationally and culturally appropriate
7. Intertextuality – the text can be linked to preceeding discourse.

LESSON 2: TECHNIQUES IN SELECTING AND ORGANIZING INFORMATION

A. BRAINSTORMING
Brainstorming is a technique by which a group attempts to find a solution(s) to a specific problem by amassing
ideas spontaneously (Osborn, 1953). It is a highly effective technique for maximizing group creative potential, not only to
generate ideas but also to determine which ideas are most likely to succeed in a specific area of interest (Baumgartner,
2007).
Listing is a brainstorming technique many people find useful. It means doing just what its name suggests -- listing
possible topics and then sub lists of things you could say about each topic. A list could consist of the main topic of
regional dialects and then sub lists would be regional dialects you know or have experienced. Additional sub lists might
be particular words of each of those dialects, things you have noticed about those dialects (i.e. New Yorkers speak fast),
what you think those dialects sound like, etc.
4 Brainstorming Techniques That Will Help You Write Creative Content
Brainstorming techniques can take a few basic approaches. Once you understand how they work, you can mix and match
them for the best results.
1. Word storm
A word storm is where you write down the words that come to mind when you
see another word.
You might start with a word or two based on your project, and begin writing
down any word that comes to mind. These words are then grouped together
according to how they are related to each other. You’ll quickly create words

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that are associated or related, according to categories. There is a Word Storm website that can help you get started with
word storm techniques. Take a look at the given sample.

2. Word association
Word associations are the same as a word storm, except that you don’t group according to how the words are related to
each other. It works better as a technique to get creativity flowing when you don’t want to bother with over-thinking how
words are related.
Start with a word or two, and write down the first words that come to mind. Don’t
over-think the process; you should be surprised at the words that pop into your head,
particularly as you get warmed up.
The goal is to find those “hidden” words that people associate with a topic that you
don’t immediately think

3. Mind mapping
Using a mind map is a way to visually organize data and information. Mind
mapping has proven popular, particularly if you are better able to understand
data visually instead of as lists or outlines.
Organized around a central idea, a mind map works like the branch of a tree.
Ideas and then sub ideas that are associated with the main idea branch off from
the central idea.

4. Word Banks
Word banks are collections of words based on the kind of word you need based on
a specific topic or theme.
This kind of brainstorming technique works well for copywriters who want to find
a variety of words that suit a specific project without repeating themselves. You
can also use it to build a bank of words to keep on hand when writing your
headlines.

B. GRAPHIC ORGANIZERS
A graphic organizer is a visual display that shows or demonstrates relationships between facts, concepts or ideas.
It guides the learner’s thinking as they fill in and build upon a visual map or diagram. They are also informally used as a
term to describe all visual learning strategies such as concept mapping, webbing, mind mapping, and more.
Graphic organizers are some of the most effective visual learning strategies for learners and are applied across the
curriculum to enhance learning and understanding of subject matter content. In a variety of formats dependent upon the
task, graphic organizers facilitate your learning by helping you identify areas of focus within a broad topic, such as a
novel or article. Because they help you learner make connections and structure thinking, students often turn to graphic
organizers for writing projects.
Take a look at a sample organizer below and find out how it will help you to understand the information better.

1. GRAPHIC ORGANIZER FOR WRITING

This graphic organizer is called a customizable hamburger. This will help you plan your
opinion writing piece.

2. GRAPHIC ORGANIZER FOR READING

A fresh and style story summary graphic organizer is provided
for guided reading. It uses a set of cute graphics and must be
well accepted by students like you.

3. GRAPHIC ORGANIZER FOR VOCABULARY

You can use vocabulary graphic organizers, such as the one above, as a tool
to study new vocabulary words. With these organizers, you can have a deeper
understanding about the word, knowing the meaning of the word, what are the root,
prefix and suffix, identifying the part of speech, finding the synonyms and antonyms,
and building sentences by yourselves.

4. GRAPHIC ORGANIZER FOR COMPARISON AND CONTRAST

Comparing and contrasting things is a vital skill that students need to develop. Using
a compare and contrast chart will help you engage in deep thinking in comparing
two concepts, and learn how to use a graphic organizer to visualize likeness and
differences between two things. There are lots of designs that can be used for

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 comparing and contrasting. The ones most common to see are Venn
chart and comparing chart.

4. MAIN IDEA GRAPHIC ORGANIZER

This type of graphic organizer, lets you identify the main idea as well as
its supporting details.

5. CAUSE AND EFFECT GRAPHIC ORGANIZER

C. TOPIC OUTLINE
A topic outline arranges your ideas hierarchically (showing which are main and which are sub-points), in the sequence
you want, and shows what you will talk about. As the name implies, it identifies all the little mini-topics that your paper
will comprise, and shows how they relate.
Steps in Writing the Topic Outline
1. Write out your thesis at the top of the page.
2. Make a list of points you must prove to prove your thesis. What would someone have to agree with, in order to agree
with the thesis?
o These will be the main sections of your paper.
3. On a new page, write your first main point. This is the thesis for that section of the paper.
4. Make a list of the points you have to prove to prove that point. These are your sub-points for that section.
5. Repeat the process for each of your main points.

Notice that this process produces a hierarchical structure, just like the one you developed using the paragraph
outline to analyze the reading.
Once you have the main points and supporting points written down, it’s time to start organizing. First, make sure
which are main and which are supporting points. For example, you may find that what you thought was a main point is
really part of proving another main point. Or, what you first listed under a main point may need its own section. This may
change as you continue to work on the outline and draft the paper.
Now you can decide what order you want to present your ideas in. Again, label them with letters or numbers to indicate
the sequence.
Example of Topic Outline
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
II. Economic Problems
A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School
III. Peer Problems
A. Loss of Friends
B. Relationships with Dates

D. SENTENCE OUTLINE
Sentence Outline is done in full sentences. It is normally used when your paper focuses on complex details. The
sentence outline is especially useful for this kind of paper because sentences themselves have many of the details in them.
A sentence outline also allows you to include those details in the sentences instead of having to create an outline
of many short phrases that goes on page after page. Benefits of writing a sentence outline include:
1. Clarity. If you can't write a clear sentence summarizing the paragraph's point, you certainly can't write a clear
paragraph.
2. Flow of argument. It is much easier to quickly judge whether the present order of paragraphs (as sentences in the
outline) really makes the argument in the most effective way. You may be able to omit one or more paragraphs and still
make your arguments.
3. Efficiency. Revision of the plan of paper is much easier and quicker if you have only to delete or re-order sentences.
Doing this on the completed draft involves much more work. Since a concept must be explained when it first appears,

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interchanging paragraphs will require moving definitions. Paragraphs should smoothly flow into each other. Reordering
paragraphs may require extensive rewriting.
4. Writing to length. With a sentence outline you can easily judge how long the manuscript will be and modify it to keep
the essential material within the prescribed length.
5. Time. All the above -- clarity, argument flow, efficiency, length management -- can be done faster using a sentence
outline.

Steps to Writing a Sentence Outline

Before you begin creating your sentence outline, you should be clear about the following:
1. Determine the purpose of your paper.
2. Determine the audience you are writing for
3. Develop the thesis of your paper.
4. You should then use notecards (they are old-school, but offer the flexibility you will need to organize your thoughts) to
perform the following:
5. Brainstorm: List all the ideas that you want to include in your paper onto notecards (gathered through research, either
through reading or direct research).
6. Organize: Group related ideas together. This may be accomplished by using notecards and sorting them into groups.
7. Order: Arrange material in subsections from general to specific or from abstract to concrete (e.g., organize the groups
notecards into logical order).
8. Label: Create main and sub headings for each group.

SAMPLE SENTENCE OUTLINE

Negative Effects of Divorce on Adolescents
I. When family conflicts arise as a result of divorce, adolescents suffer.
A. During the first year, these young people may be depressed due to conflicts between the custodial and non-
custodial parents.
B. Grandparents, aunts, and uncles are often restricted by visitation provisions.
C. Almost without exception, adolescents find divorce very painful, but they react in differing degrees depending
on their age.
II. Some of the most negative effects on adolescents may be associated with economic problems.
A. The family will most probably experience a lower standard of living due to the cost of maintaining two
households.
B. Some female custodial parents have poor job skills and must train before entering the job market.
C. The lower standard of living may result in misunderstanding and conflicts within the family.
D. The decreased standard of living, particularly for an untrained female custodial parent, often causes
relocation.
1. The family may have to move to a poorer neighborhood in order to cut costs.
2. As a result, the adolescent may have to attend a different school.
III. Adolescents from divorced families often experience peer problems.
A. Due to relocation and prejudice, adolescents may lose friends.
B. The lack of a solid relationship with both parents affects an adolescent's attitude toward the opposite sex.

LESSON 3: PATTERNS OF DEVELOPMENT

1. NARRATION
Narrative paragraph simply tells what happened and establishes facts. It is sharing of personal experiences that
offers lessons and insights. It is more than just a chronological sequence of events that happen to the different characters.
It also contains elements of drama and tension.
Narration is the most common type of paragraph development. It has the following elements:
1. Setting- It is the time and location in which a story takes place.
2. Characters- The significant part of the story which features the characters as well as the protagonist and antagonist.
3. Plot-It is the logical series of events. The five essential parts of the plot:
a. Exposition- It is the part of the story where the characters and the setting are revealed.
b. Rising Action- It is where the events in the story become complicated and the conflict in the story is exposed.
c. Climax- This is the highest point of interest and the turning point of the story.
d. Falling Action- The events and complications begin to resolve themselves.
e. Denouement- The final resolution of the plot in the story.
4. Point of View- It is the perspective of the writer in narrating the story.
a. First person point of view- The story is told by the protagonist or one of the characters using pronouns I, me,
we.
b. Second person point of view-The author tells the story in second point of view using the pronouns you, yours,
and your.
c. Third person point of view-The narrator is not part of the story but describes the events that happen. The writer
uses the pronouns he, she, him, and her.

2. DESCRIPTION
A descriptive paragraph uses sensory details such as sights, smells, tastes, feelings and textures to create vivid
images in the reader’s mind. It often uses spatial order to create a clear visual image of a person, place, object or scene.
There are two kinds of descriptive paragraph:

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 1. Objective Description. It conveys feelings and emotions about a person, place, or thing.
2. Subjective Description. It conveys feelings and emotions about a person, place, or thing.

3. COMPARISON AND CONTRAST

A comparison tells how two things are similar. A contrast tells how they are different. A comparison and contrast
paragraph can do either or both. There are two ways in writing a comparison and contrast paragraph.
1. Subject – by - Subject Method. You present all of the facts and supporting details about one topic, and then you
give all the facts and supporting details about the other topic.
2. Point – by - Point Arrangement. You discuss each point for both subjects before giving on the next point.

4. CLASSIFICATION
In a classification paragraph, you tell readers how a collection of items can be sorted into categories. It is an
activity of sorting items (people, things, idea) into categories:
1. Terms that signal classification aspects kinds qualities traits areas levels systems types
2. Transitional Expressions can be divided can be categorized can be classifies the first type

5. DEFINITION
A definition explains what a term means. When you want your readers to know exactly how you are using a
certain term or an unfamiliar concept, you use definition. The following are the different types of definitions:
1. Formal Definition. The definitions provided in dictionaries.
2. Informal Definitions-The three common informal definitions are operational definitions, synonyms, and
connotations.
a. Operational Definitions gives the meaning of an abstract word for one particular time and place.
b. Synonyms or words that mean the same as another word.
c. Denotation is the exact meaning of d. the word; while, connotation is an idea or meaning suggested by
or associated with a word or things.
3. Definition Paragraph-It is a definition sentence which is extended into a paragraph by adding meanings,
descriptions, narrations, and other kinds of paragraph development to make clear the term being defined.

6. CAUSE AND EFFECT

A cause is what make a particular thing happen. An effect is what results from a particular situation, activity, or
behavior. This type of paragraph can be organized in two ways:
1. Identify the effect in the topic sentence and write about its causes.
2. Write about the cause in the topic sentence and write about its effects.

7. ANALOGY
An analogy is a comparison in which an idea or a thing is compared to another thing that is quite different from it.
It aims at explaining that idea or thing by comparing it to something that is familiar.

8. PROCESS
A process paragraph explains how something works or tells how to do something. The rest of the paragraph
should discuss the steps in the process, one by one, in the order in which they occur. There are two different kinds of
process paragraphs:
1. Process explanations-The writer’s purpose is simply to help readers understand a process, not perform it.
2. Instructions- The writer’s purpose is to give readers the information they need to perform a task or activity.

9. PROBLEM AND SOLUTION

How to link a problem paragraph to a solution paragraph, these are paragraphs that identify a problem of some
kind and report on an innovative solution. The event in the if-clause is possible, or is likely to happen. The event in the
result clause would logically follow. There are others types of conditional sentences, but first conditionals are the most
common in writing about problems and solutions.

10. PERSUASION
A persuasive paragraph tries to convince the reader that a particular point of view is worthy of consideration. It
wants you to consider both sides of an issue, but it reveals a bias in favor of one side over another. Facts may be presented
in support of a position, but the writer is not being objective. The point of view is subjective.
objective: impartial; fair; balanced; factual
subjective: partial; in favor of an idea; biased

Activity 1:

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Directions: Below are passages, read and identify what type of graphic organizer is best for each, then create the graphic
organizer for the passage using a separate sheet. You may look for other samples of graphic organizers from other
sources.

1. The Age of
the Dinosaurs
Dinosaurs existed about 250 million years ago to 65 million years ago. This era is broken up into three periods known
as the Triassic, Jurassic and Cretaceous periods. The Triassic Period lasted for 35 million years from 250-205 million
years ago. Planet Earth was a very different place back then. All the continents were united to form one huge land
mass known as Pangaea. The Jurassic Period was the second phase. The continents began shifting apart. The time
scale for this famous period is from 205 to 138 million years ago. The Cretaceous Period was the last period of the
dinosaurs. It spanned a time from 138 million to about 65 million years ago. In this period the continents fully
separated. However, Australia and Antarctica were still united.
Type of Graphic Organizer: ______________________________________

2. Creating a Dinosaur Sculpture Materials: pipe cleaners, clay, non-toxic paint Wouldn’t you like a scary dinosaur
model on your desk to protect your pencils and textbooks? You can easily make one by following these simple
directions. First, bend your pipe cleaner to make the frame of your dinosaur. I suggest you create a tyrannosaurus
frame by using one long pipe cleaner as his neck, spine, and tail, and then bend another into a u-shape to make his
feet. Wrap the feet around the spine piece. Next, roll out clay to wrap around the pipe cleaners. Let the clay dry
overnight. The next day you may want to paint your dinosaur using non-toxic paint. His eyes should be white, but feel
free to color your dinosaur as you wish. Nobody really knows how dinosaurs were colored, so don’t let anyone tell
you that your dinosaur can’t be pink. Lastly, put him on your desk and watch as he or she scares away bullies and
pencil thieves.
Type of Graphic Organizer: _______________________________________

Activity 2
Directions: Choose 5 Patterns of Development that you may use to develop a 1 paragraph text (consists of 5-7 sentences)
with the topic “The Apple Fruit”.

V. NEW IDEAS
What have you learned from the discussion? I learned that ____________________________________.

VI. EVALUATION
Directions: Study the two Patterns of Development below then identify 3 strengths, 3 weaknesses, and cite 5 ideas to
improve them.
BRAINSTORMING

NARRATION
“My Q Life”
The sun is high so do my hopes for you. I am in a complete sense of my life then you came like a storm in the calm sea.
Never taught that this time would come that I will be alone-seated in a room without a company at all. Scartching what is
itchy and hitting immediately the sound came near to my ears. Am I becoming crazy already? Why would I hit a sound?
Ha - ha. I don’t think I am, because I caught one- it was a mosquito all the time.

It all start with one, then without notice, it spread like a mayo in a bread. In an instant, you landed to all that you pass and
enjoyed destroying what is inside. While writing this one, there was a fly in my sight, so, I hit with all my might, but it got
away in an instant. Going back to where it all began, we were all protected with this mask and plastic in our eyes. I guess

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you already know what hit us with this one. Despite all the protection we had, it still managed to demonstrate our organ. It
is saddening though. Nevertheless, I don’t want to protect all that I love, so I decided to be separated from them without
reservation and came in this room writing this one.

Overall, my life is in a mess right now. How I wish to keep back time and rectify what should be done right to avoid a
situation of this kind. Let us be learned with the set protocol and follow them with all our might. We do not know where
this virus will bring us- either in a hospital, quarantine facility, or worst, in cemetery. Thus, this virus, Covid-19 knows no
one and will keep on hitting anybody it will touch. Let us stay safe at home to protect youreself, your love ones and
everyone who sacrifices a lot to begin this pandemic.

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