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Reading & Writing

(SHS – C ore Subject)
Second Semester
Quarter 3- Week 1& 2
Unified Learning Activity Sheets (ULAS)
Compare and Contrast Patterns of
Written Texts Across Disciplines

Author:
AUGEL WARREN L. BALDUEZA
Vinapor National High School
Carmen II, SDO-Agusan del Norte
Reading and Writing Skills- Senior High School Grade11/12
Alternative Delivery Mode
Second Semester- Quarter-3 Week 1-2 Unified Learning Activity Sheets
(ULAS)
Compare and contrast patterns of written texts across disciplines
First Edition, 2021

Development Team of the ULAS

Author : Augel Warren L. Baldueza

Editors : Charline Antoque, Julius Virtudazo,

Leo Wilfredo A. Gapas

Reviewers: Fe M. Dizon, Michael L. Tadulan

Illustrator: Neil J. Arado

Layout Artist: Junel M. Anino

Management Team: Romeo O. Aprovechar, CESO V

Love Emma B. Sudario, ASDS
Rayfrocina T. Abao
Fe M. Dizon
Bernie R. Pamplona

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Most Essential Learning Competency (MELC)
1. Describe a written text as connected discourse. (ENII/RWS-IIIa-1)
2. Distinguishes between and among techniques in selecting and organizing
information. (ENII/RWS-IIIa-2)
OVERVIEW
This module is all about reading and teaching strategies, which will be broken
down into two lessons:
• Lesson 1Text as Connected Discourse
• Lesson 2 Techniques in Selecting and Organizing Information
As a learner, you are expected to realize that information in a written text may
be selected and organized to achieve a particular purpose. You are also expected to
critique or evaluate a chosen sample of each pattern of development focusing on
information selection, organization and development.

Learning Objectives: By the end of this lesson, you will be able to:
1. describe a written text as connected discourse; and
2. distinguish between and among techniques in selecting and organizing
information.
ACTIVITY 1. NAME ME! Let’s see how much you know before we tackle the lesson.
Below is a 5-item multiple choice test. Write the letter of your choice on your Answer
Sheet.
_____1. It is generally considered as written material, especially longer pieces of
writing as in a book, a letter or a newspaper.
A. Composition C. Sentence
B. Paragraph D. Text
_____2. This means that the overall text has meaning
A. Acceptability C. Coherence I
B. Cohesion D. Intentionality
_____3. This means that the writer’s attitude and purpose can be discerned.
A. Acceptability C. Coherence
B. Cohesion D. Intentionality
_____4. This means that the text can be linked to preceding discourse
A. Acceptability C. Intertextuality
B. Informatively D. Situationally
_____5. Which of the following is NOT an example of a text?
A. Advertisements C. Magazines
B. Books D. None of the above

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)

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 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.

ACTIVITY 2- WHAT’S ON ME?

Read and understand the given sample below and find out whether this
can be considered as text. Choose the letter of the correct answer and write them on
your Answer Sheet. The full text can be found in this website:
https://archive.org/stream/AnneFrankTheDiaryOfAYoungGirl

Journal Entry: The Diary of a Young Girl by Anne Frank

Sunday, 21st of June year 1942

I get along pretty well with all my teachers. There are nine of them, seven men
and two women. Mr. Keesing, the old fogey who teaches Math, was mad at me for the
longest time because I talked so much. After several warnings, he assigned me extra
homework. An essay on the subject “A Chatterbox.” A chatterbox, what can you write
about that? I’d worry about that later, I decided. I jotted down the assignment in my
notebook, tucked it in my bag and tried to keep quiet.

Before you can identify whether it is a text or not, you need to understand what the
text is all about. So, answer the comprehension test below. Write your answers in
your Answer Sheet.

A. Comprehension Check Questions:

1. Who is speaking in the passage?

A. A student B. A teacher C. A principal D. A classmate

2. Tom is an old fogey. He must be the oldest fashioned man in the world.
FOGEY means…
A. conservative B. kindhearted C. liberated D. open-minded

3. Why is the speaker assigned to do A Chatterbox?

A. Because she was late
B. Because she was absent
C. Because she talked much
D. Because she didn’t submit her assignment on time
4. What do you think the speaker is doing?
A. Describing B. Entertaining C. Informing D. Narrating

5. What word/s is/are used to connect one sentence to another?

A. I B. There C. After several D. I’d
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B. YES OR NO! Write YES if the statement is true to the paragraph you have just
read, and NO if the statement does not apply.

______1. The paragraph is a written statement.

______2. The paragraph imparts a message.
______3. The paragraph tells us information
______4. The paragraph made us conclude.

If you answered YES to all the statements, then the paragraph above is indeed
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 preceding discourse.

Lesson 2 –Techniques in Selecting and Organizing Information

In Lesson 1, you were taught what a written text is. Now it is time to learn how
to organize information from the written text using various techniques and strategies
such as brainstorming, graphic organizers, topic outline and sentence outline.
ACTIVITY 3- GUESS ME! Let’s see how much you know before we tackle the lesson.
Below is a 5-item multiple choice test. Choose the letter of your choice and write your
answers on your Answer Sheet.
1. This is a technique by which a group attempts to find solution(s) to a specific
problem by amassing ideas spontaneously.
A. Brainstorming C. Sentence Outline
B. Graphic Organizer D. Topic Outline

2. This a visual display that 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.
A. Brainstorming C. Sentence Outline
B. Graphic Organizer D. Topic Outline
3. This is where you write down the words that come to mind when you see another
word.
A. Mind Mapping C. Word Banks
B. Word Association D. Word Storm

4. This is 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.
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 A. Mind Mapping C. Word Banks
B. Word Association D. Word Storm

5. These are collections of words based on the kind of word you need based on a
specific topic or theme.
A. Mind Mapping C. Word Banks
B. Word Association D. Word Storm

LESSON 2.1 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 that are associated or related, according
to categories. There is a Word Storm website that can
help you get started with word storm techniques.
https://www.google.com/search?
q=sample+of+word+storm+as+brainstorming+techniques
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.

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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 of.
https://www.google.com/search?q=sample+of+word+association
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.
https://www.google.com/search?
q=sample+of+word+storm+as+brainstorming+techniques
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.
https://www.google.com/search?q=sample+of+word+banks&source
Activity 4. Write something! Choose among the given sample of brainstorming
techniques and think of a topic to brainstorm. Write your output on your Answer
Sheet.
Lesson 2.2 – Graphic Organizers
A graphic organizer is a visual display that shows or demonstrates
relationship 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 learners make
connections and structure thinking, students often turn to graphic organizers for
writing projects.

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 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.

http://www.ncpedia.org/media/graphic-organizer-
examples

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.

http://www.ncpedia.org/media/graphic-organizer-examples

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.
http://www.ncpedia.org/media/graphic-organizer-examples

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

http://www.ncpedia.org/media/graphic-organizer-
examples

5. MAIN IDEA GRAPHIC ORGANIZER

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

http://www.ncpedia.org/media/graphic-organizer-examples

6. CAUSE AND EFFECT GRAPHIC ORGANIZER

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 https://www.edrawsoft.com/graphic-organizers.php
ACTIVITY 5. CREATE ME! Choose among the given sample of graphic organizers and
think of a topic for you to do a graphic organizer. Write your output on your Answer
Sheet.
LESSON 2.3 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.
Source: https://app.shoreline.edu/doldham/102/HTML/Topic%20Outline.html

Example of a Topic Outline

A. Family Problems
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 1. Custodial: Non-custodial Conflicts
2. Extended Family
3. Adolescent's Age
B. Economic Problems
1. Child Support
2. Women's Job Training
3. Lower Standard of Living
B. Possible Relocation
1. Poorer Neighborhood
2. New School
C. Peer Problems
1. Loss of Friends
2. Relationships with Dates
https://www.oakton.edu/studentservices/learning_center/tutoring/
research_paper_tips/topic_outline
LESSON 2.4 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,
interchanging paragraphs will require moving definitions. 1. 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.

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 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.

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Source: http://web.psych.washington.edu/writingcenter
/writingguides/pdf/outline.pdf,
http://www.physics.ohio-state.edu/~wilkins/writing/Assign/so/sent_outline.html,
and http://www.austincc.edu/colangelo/pcm/fullsentenceoutlineformat.htm)

ACTIVITY 6. TRY ME! Take a look at the following passages and its topic outlines
below. Then, answer the questions that follow by writing the letter of the correct
answer in your Answer Sheet.
PASSAGE 1
The Internet is an incalculable tool for research. It is a network of thousands of
computers cross the world. Researchers, students, government agencies, schools,
businesses and individuals have left multigigabytes of free information on these
computers, available to anyone with a computer and an Internet connection. There
are thousands of "web sites", as they are called, with text, pictures, sounds, and
movie clips. You can see this material by simply sending out the appropriate Internet
address, and after a few moments, it appears on your screen. You can type in the
address directly, or you can automatically invoke an address by tapping on an icon or
an underlined "link" on the home page of a web site that you already have on your
screen. Often the information can be printed or downloaded (copied) directly to your
local computer and saved on your own diskette.
(english.glendale.cc.ca.us/topic11.html).

I. The Internet
A. What it is
B. Web Sites
1. How to see them
2. How to save the information

1. In the above outline, which is the most important idea?

A. Websites C. The Internet
B. How to save information D. What it is
2. In the above outline, which is the more important idea?
A. How to see them C. How to save the information
B. What it is D. they are all equal

OUTLINE1

I. Types of measurement
A. Volume
1. Quarts
2. Pints
3. Gallons
B. Length
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 1. Miles
2. Feet
3. Inches

II. Types of money

A. United States
1. Pesos
2. Cents
B. Other Countries
1. Lira
2. Yen
3. Francs

1. In the above outline, which is the most important idea?

A. Types of money B. Types of measurement
C. United States
D. "Types of money" and "Types of Measurement" are equal
2. In the above outline, which item is in the wrong place?
A. Pesos C. Types of measurement
B. Yen D. Pints

Reflection
Reflect on what you have learned after taking up these lessons by completing
the sentences below. Write your reflections in a separate sheet of paper.

I thought that ______________________________________________________________

_________________________________________________________________________

I learned that ______________________________________________________________

_________________________________________________________________________

Generalization
Now that you have learned about Text as Connected Discourse and the
Techniques in Selecting and Organizing Information, take this test!

Assessment:
As a senior high school student is it important to have knowledge about text as
connected discourse and the techniques in selecting and organizing information?
Why?

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Answer Key:

Activity 4. Answers may vary.

Activity 1 Activity 2 Activity 3
1. C 1. A 1. A Activity 5. Answers may vary
2. C 2. A 2. B
3. D 3. C 3. D Reflection. Answers may vary.
4. C 4. D 4. B
5. D 5. C 5. C

REFERENCES
On-line Resources
https://www.academia.edu/34256187/READING_AND_WRITING_First_Quarter_
Period_PROPERTIES_OF_A_WELL-WRITTEN_TEXT
https://www.slideshare.net/KatrinaClaireLandich/properties -of-a-well-written-
text88147656
https://prezi.com/no9hl-ogy538/properties-of-a-well-written-text/
https://quizlet.com/168734194/properties-of-a-well-written-text-flash-cards/
http://www.nnc.gov.ph/index.php/regional-offices/region-x-northern-mindanao/
54region-10-profile/306-region-x-profile.html nspiration Software, Inc. TEACHING
AND LEARNING WITH GRAPHIC ORGANIZERS. 2018.
http://www.inspiration.com/visual-learning/graphic-organizers
Oakton University College.Example of Sentence
Outline.https://www.oakton.edu/studentservices/learning_center/tutoring/researc
h_paper_tips/sentence_outline.ph
Writing an Outline.
http://www.austincc.edu/tmthomas/sample%20outline%201.htm
https://www.kbmanage.com/concept/brainstorming
http://wps.ablongman.com/ab_mcl_activities_1/71/18324/4691097.cw/index.html

Book Resources
Gabelo , N, &Geron , C. et al. , ( 2016 ) . Reading and writing Connection for
the 21stCentuty Learners for Senior High School. Mutya Publishing House,
Inc. Goita , M. ( 1995) . Basic English Skills and the Effective Paragraph. CAP
College Self Learning Series.

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