WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

READING AND GRADE

WRITING SKILLS 11

3
LEARNING QUARTER

MODULE WEEK 5

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 11 R & W Skills 0

 MODULE IN
READING AND WRITING
SKILLS

QUARTER 3
WEEK 5

PROPERTIES OF A WELL-WRITTEN TEXT

(Organization)
Development Team
Writer: Julianne Grace B. Bugaoisan
Editor: Maria Consuelo Baleña Sheila Mae C. Villa
Reviewer: Adelyn C. Domingo
Illustrator: Ronnie P. Fiesta
Lay-out Artist: Ronnie P. Fiesta
Management Team: Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Adelyn C. Domingo

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 11 R & W Skills 1

 What I Need to Know

This module provides you the foundation you need to become an effective 21st
century communicator. In this unit, discussions and different tasks are provided for
you to accomplish for the week.
At the end of this unit, you will learn the different properties of a well-written text
specifically organization. It is recommended for you to use another clean sheet of
paper for your answers on the activities given.

Most Essential Learning Competencies:

1. Evaluate a written text based on its properties (organization, coherence and

cohesion, language use and mechanics)

Learning Objectives:
At the end of the module, the learners should be able to:
1. understand the different properties of a well-written text; and
2. evaluate a text using the different properties of a well-written text.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 11 R & W Skills 2

 What I Know
Directions: Let us check your knowledge on the different properties of a well-written text. On
the blank before each number, write G if the statement describes a good writing practice and
N if not.

______1. Prepare an outline before writing.

______2. Gather data before writing.
______3. Stick to one main point or idea per paragraph.
______4. Revise as many times as necessary.
______5. Provide limited example when defining a term.

What’s In

In the previous lesson, you have learned about the different patterns of development
in writing. This helped you gain an understanding on their distinct characteristics. In addition,
this also provided you a wider perspective on the various writing patterns to be used. Having
an organized thread of information makes a text worthy of reading. Isn’t it?

What’s New

Organization typically refers to the large elements of text structure. Sometimes these
elements are formalized in practice, as in the typical lab report, through consistent use of
headings. Sometimes elements of organization are only informally acknowledged -like the
thesis of an academic paper. Most writers across the university would agree, however, that
organization refers to the ordering of ideas (Generated from “Writing@CSU” n.d.).

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 11 R & W Skills 3

 Why is organization important in writing? Write 3-5 sentences explaining your answer
to the question.

http://www.clker.com/clipart-notebook-paper-2.html

What is It

Organization
Organization in writing is how ideas are presented. Typically, organization
refers to the larger parts of a piece of writing, although it also refers to how paragraphs
and sentences are written. The flow of a piece of writing affects how readers interpret
ideas. If the organization does not provide readers with the information they are
looking for in an orderly manner, they will quickly lose interest. Unorganized writing
makes readers search for the information they need (Generated from Organization &
Supporting Details SWF file).

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 11 R & W Skills 4

Introduction
An introduction is the key to setting the reader on the right path as he or she
reads on. The introduction provides the writer’s purpose and position, and the specific
elements to be developed.

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(Generated from Organization
& Supporting Details SWF file)
• The inverted triangular shape in this
model demonstrates how the introduction
leads the reader into the paper through the
thesis statement.
• The Hook is usually the first sentence. It
draws in the reader by grabbing the
reader’s interest.
• General Comment- includes several
sentences that give interesting background
information about the topic. Moving
towards the focus of the topic.
• Thesis Statement -is the last sentence in
the introduction. It states the writer’s
specific focus and position.

Body of the Paragraph

Good supporting paragraphs provide examples helping the readers to understand
the writer’s idea while giving credibility to the ideas. These paragraphs focus on the main idea
or thesis statement.
Body paragraphs can also contain sentences of general information that build up
to supporting detail. Only those that supply example or illustration qualify as “supporting
details”.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 11 R & W Skills 6

 The same inverted triangular shape for the supporting paragraph demonstrates the
flow of information from the subtopic to its details.
• Topic Sentence introduces each main idea
(subtopic) before it is developed. Each topic
sentence supports the thesis statement.
• Supporting Detail provides example through
facts, personal experiences, definition and
illustrations that support the topic sentence.
• Close provides a statement that ties up or
finishes each subtopic indicating a new
subtopic int the next paragraph. For
paragraph breaks within subtopic, a close is
not necessary. (Generated from Organization
& Supporting Details SWF file)

Conclusion
A good conclusion provides a restatement of the thesis for the reader indicating
that all points have been covered. A conclusion may include your opinion but should not
introduce a new subtopic.
The triangular shape in this model is not inverted to demonstrate that the flow of
information in the conclusion is from a focus to general comment.
• Restatement of Thesis generally appears in the first sentence of the conclusion. The
restatement uses different words than the original thesis statement in the introduction.
• Comments can include a summary of all the main ideas, an evaluation of the ideas
and/or the writer’s opinion.
• Final Statement is the ending thought that ‘ties up’ the topic for the reader.

(Generated from Organization

& Supporting Details SWF file)

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 11 R & W Skills 7

 What’s More

Here are five ways to organize ideas in your writing and be certain that your readers will be
able to understand your message:

1. Chronological Order
What it is: This is a very common way to organize ideas as a writer or storyteller that basically
involves dishing out ideas or details in order of time, first to last.
When to use it: It is often used in expository writing (narrative that informs or explains) –
particularly when describing an event or series of events.
Example: Think about when you were a kid and trying to explain to the principal why you
should not be left in detention until the end of time. Yup! You described the events
carefully and in order because that is how you make sure your listener/reader
understands the context and details of a narrative.

Commonly Used Transitional Word and Phrases: first, then, next, last, finally, etc.

2. Logical Order
What it is: exactly what it sounds like. This framework is used to avoid confusion in the reader.
When to use it: You should organize ideas in this framework if your reader needs to
understand one point before being capable of understanding the next.
Example: Before talking to my students about Robert Frost’s famous poem about decisions
– The Road Not Taken – I told them a story about the biggest decision I had made
thus far in my life. They were able to take the logical leap to understanding the
true nature of the poem after hearing about my process of decision making.
Transition words and phrases: first you should understand, keep that in mind while I explain,
remember when I said.
3. Climactic Order
What it is: In this framework, you generally keep the most important or exciting point until the
last of the piece.
When to use it: Use this framework when you want to build excitement in a piece or really
emphasize one point as the pinnacle of the piece. It is often used in
persuasive essays (argument-winners, as my high school students would
have said), rankings or lists of things or illustration of a major problem or
usable solution.

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Example: When you are proving that your landlords need to fix the plumbing in the bathroom,
you may start with the incessant dripping tap, to the waste of hot water in the
leaking shower, and then landing on the punchline of the toilet being blocked up
(because we all know that is the WORST). Leaving that final – and awful – point
to resonate with your reader or listener will add more weight to the other points
and keep the most important one at the forefront of their mind.
Transition Words: first of all, more importantly, just as importantly, finally.

4. Random Order
What it is: Just as it seems, this un-framework allows you to order your ideas based on whim
and whimsy more than any specific or logical progression.
When to use it: Organize ideas in this way when your points all have equal value or
importance and can sit independently of one another in understanding.
Example: This one doesn’t happen often, but I’m using it today. All of these ways to organize
ideas have the same value and need no chronological or logical order to make
them clear, so TA DA! Random!
Transition Words: Use association of ideas between points to transition from one to the next,
rather than stock transition terms.

5. Spatial Order
What it is: Describing a scene as things are arranged in a physical space – either by moving
from one detail to the next, or as viewed from one stationary vantage point.
When to use it: This one is so cool! You can use it whenever you want your readers to
visualize a space, or if you want to evoke a scene using the senses.
Example: Use this arrangement to organize ideas when you are describing your workspace,
a product use or place description. It’s also a great way to slow down a story when
it’s getting extremely intense, and you want to add a little pacing for suspense:
take a page to do a point-of-view description of the setting in the moment.
Transition words: just to the left/right, behind, between, across from, rising out of, to the
North/South etc., a little further, a few cm/inches/metres/feet - basically all
prepositions (“5 Ways for Writers to Organize Ideas” 2014).

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 11 R & W Skills 9

 What I Have Learned

Thoughts Organizer!

Direction: Read and study the following excerpts taken from the article “Green Holiday Tips.”
Do you think the paragraphs are organized? Then, sort the details in the matrix below. Just
write the number of sentences in the table.

1
Why spend more on new holiday knick-knacks when you can make your own out
of recycled materials? 2You’ll be surprised at what you can make out of unwanted items
hidden away in your household. 3Try making hanging lanterns using old jars and wire, hand
cut paper snowflakes out of newspaper, or even Christmas tree ornaments with the ribbons
and cards from last year’s gifts. 4This is a great way to test your creativity and celebrate
an eco-friendly Yuletide season.
5
Impress your friends and family this year at a low-cost, creative, green holiday
bash. Use electronic invitations to get the word out. 7Set the ambiance with personalized
6

decors out of recycled materials, and energy-efficient LED fairy lights. 8Start the party early
to make use of natural light. 9Serve organic dishes made from fresh food bought from the
10 11
local market. Organic food can be prepared in a very meticulous way. Food from the
markets generally has less packaging than supermarket foods and has not travelled as
far. 12Use reusable dinnerware instead of disposables as much as possible. 13Place clearly
14
marked recycling and non-recycling bins out for your guests. Celebrate the holidays in
the most visited places in the city.

MAIN IDEA

Details That Support the Main Idea Details That Do Not Support the Main Idea

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 What I Can Do

IWRITTEN WORK: ERROR CORRECTION TEST

Learning Competency: Evaluate a written text based on its properties (organization,

coherence and cohesion, language use and mechanics)
DIRECTIONS:

The following is a test in arranging sentences logically. The entire test has been
answered for you. However, there is/are incorrect answers given. Your job is to look
for the error/s then follow the steps in accomplishing the table:
1. Copy the error and explain why this is wrong.
2. Write a correction of the identified error.
3. Then explain why the correction is right.
ANSWERED TEST WITH ERRORS:

In writing a text, it is very important to organize the sentences to achieve unity and
coherence. To test your knowledge in arranging sentences, read the sentences carefully
then arrange them in their proper sequence. Write the numbers 1-5 on the space provided.

1. ___A neglect of one or two steps is crucial to the whole process.

___Curling a person’s hair entails a long procedure.
___This may result in kinky or temporarily curled hair.
___It requires much familiarity with the many steps of the job.
___A hair that is not curled well has only a few weeks’ lasting effect.
Answer:
1 A neglect of one or two steps is crucial to the whole process.
3 Curling a person’s hair entails a long procedure.
4 This may result in kinky or temporarily curled hair.
2 It requires much familiarity with the many steps of the job.
5 A hair that is not curled well has only a few weeks’ lasting effect.

WBLS-OBE MELC-Aligned Self-Learning Module SHS English 11 R & W Skills 11

 2. ___Her friends were always talking about the fun they were having in the
club.
___As a result, Gina joined the Nature Club. She had a lot of fun with her
friends.
___ ___Although she joined the club, she still managed her time well and scored
high marks in her tests.
___After some time, Gina began to feel left out because her friends were
talking about things that they did without her.
___Gina wanted to do well in school. She did not want to take part in the
activities that would take her away from her studies.
Answer:
1 Her friends were always talking about the fun they were having in the
club.
2 As a result, Gina joined the Nature Club. She had a lot of fun with her
friends.
___ 5 Although she joined the club, she still managed her time well and scored
high marks in her tests.
3 After some time, Gina began to feel left out because her friends were
talking about things that they did without her.
4 Gina wanted to do well in school. She did not want to take part in the
activities that would take her away from her studies.

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 .
3. ___For flavoring, ginger and onions are added to the mixture.
___It consists mainly of these three vegetables: eggplants, bitter gourd, and
tomatoes.
___Pinakbet is a famous Ilocano dish.
___An earthen pot is the best cooking material for this dish.
___All the ingredients are simultaneously put in a cooking pot.
Answer:
4 For flavoring, ginger and onions are added to the mixture.
5 It consists mainly of these three vegetables: eggplants, bitter gourd, and
tomatoes.
1 Pinakbet is a famous Ilocano dish.
3 An earthen pot is the best cooking material for this dish.
2 All the ingredients are simultaneously put in a cooking pot.

ERROR CORRECTION ANSWER SHEET

IDENTIFIED ERROR CORRECTION OF EXPLANATION OF

ERROR CORRECTION
Example: The order should be 3-1-5- It is the most appropriate
Answer: 1-3-4-2-5 2-4 order of statement.
1.

2.

3.

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 HOLISTIC RUBRICS -ERROR CORRECTION TEST

Score Indicator

4 In addition to Level 3 response, student’s corrections go beyond what is

required.

3 Errors are correctly and completely identified. Explanation for error is

accurate. Correction is well done. Reason for error is logical.

2 Errors are correctly identified but not all are mentioned. Explanation for

error is not clear. Correction is not right in some parts. Reason for error is

confusing in some parts.

1 Errors are correctly identified but not all are mentioned.

Explanation for error is missing. Correction is not done at all. Reason for

error is incomplete.

0 No errors are identified, and no explanations are given regarding the

error. No corrections and reasoning about the corrections are done.

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 Assessment

Directions: Read each statement carefully. Then, write the letter with the correct answer on
your answer sheet.

A. Read the text below. Then, answer the questions that follow.

Things: The Throw Away Society (An Excerpt)

(1) “Barbie,” a twelve-inch plastic teen-ager, is the best- known and
best- selling doll in history. Since its introduction in 1959, the Barbie doll
population of the world has grown to 12,000,000 –more than the human
population of Los Angeles or Paris. Little girls adore Barbie because she is
highly realistic and eminently dress-upable. Mattel Inc., makers of Barbie,
also sells a complete wardrobe of her, including clothes for ordinary daytime
wear, clothes for formal party wear, clothes for swimming and skiing.
(2) Recently Mattel announced a new and improved Barbie doll.
Moreover, Mattel announced that, for the first time, any young lady wishing
to purchase a new Barbie would receive a trade-in allowance for her old one.
(3) What Mattel did not announce was that by trading for her old doll
for a technologically improved model, the little girl of today, citizen of
tomorrow’s super- industrial world, would learn a fundamental lesson about
the new society: that man’s relationships with things are increasingly
temporary.
(“Chapter 4 THINGS: THE THROW-AWAY SOCIETY,” n.d.)

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Something to Think About:
1. What is the plan of Mattel with the old Barbie dolls?
a. Improve the old Barbie dolls
b. Trade in old dolls for new ones
c. Increase the population of Barbie dolls
d. End the production of Barbie dolls.
2. What is the main point of the excerpt?
a. Barbie dolls are very popular among little girls.
b. Man-thing relationships do not last a lifetime.
c. Mattel keeps on improving features of Barbie.
d. Barbie doll population keeps on growing.
3. How did the writer begin his concept paper?
a. through a formal definition
b. through a definition by etymology
c. by describing “Barbie”
d. by presenting the moral or lesson
4. What ideas should be further clarified or explained by the writer?
a. the improved version of Barbie dolls
b. the process of trading in old Barbie dolls
c. the temporariness of man-thing relationship
d. the needs of citizens of the super-industrial world.
5. How did the writer end his concept paper?
a. through a formal definition
b. through a definition by etymology
c. by describing “Barbie”
d. by presenting moral or lesson

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 References

Majul, Mary Ann. 2016. En [G] Counters Reading and Writing in the Contemporary
World. Edited by Mary Anghelli Lingo. Quezon City: St. Bernadette Publishing
House Corporation.

“Writing@CSU.” n.d. Writing.colostate.edu. Accessed February 1, 2021.

https://writing.colostate.edu/guides/page.cfm?pageid=555&guideid=29#:~:text=
Organization%20in%20writing%20is%20how.

“5 Ways for Writers to Organize Ideas.” 2014. Kris Windley. August 12, 2014.
https://www.withakwriting.com/organize-ideas/.

“Chapter 4 THINGS: THE THROW-AWAY SOCIETY.” n.d. http://cast.b-ap.net/wp-

content/uploads/sites/29/2014/10/Toffler.pdf.

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18 SHS English 11 R & W Skills Self-Learning Module MELC-Aligned WBLS-OBE
What I Know
1. G
2. G
3. G
4. N
5. N
What Have I Learned
Main Idea
Spending Less is Good
Details Support
1 2
3 7
4 9
5 10
6 14
8
11
12
13
What I Can Do
Learner’s own understanding
Assessment
1. D
2. A
3. C
4. A
5. B
Answer Key
 For inquiries or feedback, please write or call:

Department of Education-Schools Division of Laoag City

Curriculum Implementation Division (CID)

Brgy. 23 San Matias, Laoag City 2900

Contact Number: (077)771-3678

Email Address:laoagcity@deped.gov.ph