READING AND

WRITING SKILLS

Reading and Writing Skills

 READING AND
WRITING SKILLS
“With Reading and Writing Skills, you will
be able to realize that information in a
written text may be selected and
organized to achieve a particular purpose.

Also, you will be able to understand the

relationship of a written text and the
context in which it was developed.”

FUNDAMENTAL
READING
SKILLS
WEEK NO. 1
 READING
it is not an effortless task.

complex cognitive transmission of

process images

and it is a language skill

that can be developed
through constant
practice.
 READING PROCESS

pre-reading while-reading post-reading

PRE-READING

It aims to induce the

readers’ motivation to
read and to activate their
schema or background
knowledge.

READING PROCESS
 READING PROCESS

Based on the title,

what do you think is
the story all about?
PRE-READING WHILE-READING

It aims to induce the

readers’ motivation to Rereading the text until
read and to activate their you fully understand its
schema or background meaning.
knowledge.

READING PROCESS
 READING PROCESS
One morning, when Gregor Samsa woke from troubled dreams, he found
himself transformed in his bed into a horrible vermin. He lay on his
armour-like back, and if he lifted his head a little he could see his brown
belly, slightly domed and divided by arches into stiff sections. The
bedding was hardly able to cover it and seemed ready to slide off any
moment. His many legs, pitifully thin compared with the size of the rest
of him, waved about helplessly as he looked.

The Metamorphosis
- Franz Kafka
 READING PROCESS

Based on the title, What is the story all

what do you think is about?
the story all about?
 READING PROCESS
One morning, when Gregor Samsa woke from troubled dreams, he found
himself transformed in his bed into a horrible vermin. He lay on his
armour-like back, and if he lifted his head a little he could see his brown
belly, slightly domed and divided by arches into stiff sections. The
bedding was hardly able to cover it and seemed ready to slide off any
moment. His many legs, pitifully thin compared with the size of the rest
of him, waved about helplessly as he looked.

The Metamorphosis
- Franz Kafka
PRE-READING WHILE-READING POST-READING

It aims to induce the

readers’ motivation to Rereading the text until Checking the
read and to activate their you fully understand its understanding of the
schema or background meaning. text.
knowledge.

READING PROCESS
 TYPES OF
READING
DEVELOPMENTAL PLEASURE FUNCTIONAL REMEDIAL
READING READING READING READING

a systematic instruction a more passive type of designed to help students aims to correct the
which aims to develop the reading that primarily learn basic functional effects of poor teaching
students’ reading skills. aims to provide enjoyment reading ability. and poor learning.

and entertainment.

Ryan reads a long text to

Felipe reads a college Francis reads a
improve his reading Karen reads her favorite application form to pronunciation chart with
comprehension skills. book, To Kill a understand how to fill it his teacher to help him

Mockingbird, to relax after out. correct his pronunciation
a long day.
of diphthongs.

 IDENTIFY THE TYPE OF READING

1. Jack reads tips on how to paraphrase well because he got a low
score in his research paper for using too many direct quotations.
2. Jack reads his favorite magazine to ease his stress.
3. Jack reads the procedure and requirements for passport renewal.
4. Jack reads news articles everyday for six months to expand his
vocabulary. He uses context clues and annotates while reading the
articles
 BASIC
READING SKILLS
Basic reading skills include vocabulary acquisition, pre-reading strategies, textual
comprehension, organizational skills and response techniques. Mastering basic
reading skills enables a reader to increase their reading speed, comprehension, and
overall vocabulary.
 SKIMMING

RAPID
it is about getting the main
idea by reading through the
text quickly.

READING
SCANNING
it aims to locate specific information or main
it aims to get specific
ideas in a very short span of time. information from a given
text.
 SKIMMING
Skimming - done when reading newspapers, magazines,
books and letters. Techniques:
1. Use your finger as a guide when reading across the
lines
2. Pay special attention to the first and last sentences
of each paragraph; they usually contain the main idea of
a text
 SCANNING
Scanning - since you are too focused on getting only the
detail you need, you do not have to read through the
whole essay.
Scanning is useful in locating the specific name of a
board passer from a list, looking for an old email,
Tips:
1. Be clear with the information you need.
2. Avoid reading every word; focus on what you need
3. Relax your eyes as you move them across the lines
rapidly.
Metro Manila (CNN Philippines, January 11) — In the Philippines, a kilogram of onion is about two to three times more
expensive than chicken and pork. Why is the price of onion so high?

Here are reasons.

Low supply
Basic economics tells us that when the quantity demanded is greater than the supply, the price will rise. This is the case for
onions in the Philippines.

Last August, the Department of Agriculture (DA) already warned that the onion supply was dwindling and it would be
insufficient to meet the demand.

Farm industry group Samahang Industriya ng Agrikultura (SINAG) earlier said importation of onions would solve the supply
problem, but it would also result in oversupply by January 2023 if the government’s decision would come late.

“Dapat nag-angkat na tayo ngayon. If hindi tayo umangkat after 10 days pa baka mag-spill over na ito by January, hindi na
makakatulong ito,“ SINAG president Rosendo So told CNN Philippines’ The Final Word in December.

Oversupply of onions will result in steep drop in prices, which may be good for consumers but devastating for local farmers.
PREVIEWING INFERENTIAL
READING
it is a skill wherein a reader looks over a it refers to the process of deducing
material and focuses on the information facts and ideas not directly expressed
he/she finds relevant. in the text.
“I'd had more than my fair share of near-death experiences; it wasn't something
you ever really got used to. It seemed oddly inevitable, though, facing death
again. Like I really was marked for disaster. I'd escaped time and time again, but
it kept coming back for me. Still, this time was so different from the others. You
could run from someone you feared, you could try to fight someone you hated.
All my reactions were geared toward those kinds of killers—the monsters, the
enemies. When you loved the one who was killing you, it left you no options. How
could you run, how could you fight when doing so would hurt that beloved one? If
your life was all you had to give your beloved, how could you not give it? If it was
someone you truly loved?”

Twilight Breaking Dawn

by Stephenie Meyer
 WHAT CAN YOU CONCLUDE FROM THE TEXT?

INFERENTIAL
A. The narrator is unsure about who she loves.
B. The narrator is fighting for her life.
C. The narrator struggles with giving her life for

READING
the one she loves.
D. The narrator is unable to choose.

WE CAN INFER THAT SHE IS –

it refers to the process of deducing facts and A. conflicted
ideas not directly expressed in the text. B. angry
C. scared
D. upset
When you deduced why the girl acted the way she did based on the
information stated in the text, you were making an inference. An
inference is an idea drawn from facts or details in the text. Along with
the evidence in the text, prior knowledge and experiences as well as
personal beliefs are also used as bases in making an inference. The
ability to make inferences allows the reader to fully understand the
text, even when some of the information is left out by the author.
LITERAL CRITICAL
READING READING
it involves the understanding of ideas it refers to the close and thorough
and facts that are directly stated in the evaluation of the claims in the text in
printed material. terms of relevance, validity, and logic.
 Reading and Writing Skills

Patterns of
Development
Prepared by: Ms. Jinky Rose H. Langcap, LPT
 Objectives
1 2
The students should be able to The students should be able to identify
distinguish different patterns of the signal words and important details in
development. each pattern of development.
 What is the patterns of development?

It is the logical arrangement of

ideas. The pattern helps you follow
ideas easily and understand a text
better.

patterns of development
Definition
Exemplification
Description
Chronology/Procedure
Cause and Effect
Comparison - Contrast
 Definition
Using definition to develop an idea helps to
clarify and explain concepts by answering the
question “What does it mean?”.

SIGNAL WORDS
FOR Definition
is defined as means to define

as defined as refers to to illustrate

 Exemplification
An exemplification pattern presents the general statement
and then provides specific and concrete examples to
expound on the main idea.

SIGNAL WORDS FOR exemplification

after all in other words specifically

for example in particular to illustrate

for instance in short to clarify

stated differently put another way that is

 description
A descriptive pattern basically provides details on the
idea by using either a sensory or spatial pattern.

 SIGNAL WORDS for description

above, across around, below beyond, down into

against, along away from, beside farther on top of

alongside, amidst back of, behind here, inside opposite to, over

adjacent to, by beneath, between in, in front of throughout, under

 chronology/
procedure
A chronological pattern organizes ideas or
events according to time. It can either be in
the form of a narration or a process.

SIGNAL WORDS for chronology/procedure

as soon as, about finally, first meanwhile, till today, until

afterwards, after immediately, later next week, then tomorrow

at this point, at eventually, next presently, soon that point

before, during in the meantime prior to, second when

 Cause and Effect
A cause and effect pattern organizes
details based on the cause, and the result
of a certain phenomenon.

 SIGNAL WORDS for cause

because (of the due to (the fact in view of (the
owing to (the fact)
fact) that) fact)

as, for for the reason that in as much as seeing that

being that in that one reason since

 SIGNAL WORDS for effect
as a consequence because (of this) in consequence so that

as a result (of this) consequently so much (so) that therefore

accorrdingly for this reason hence, so thus

comparison - contrast
A comparison and contrast pattern organizes ideas based on
how things and concepts are similar to or different from one
another.

 SIGNAL WORDS for comparison

also equally in the same way similarly

as in a similar fashion like to compare

both in comparison likewise

 SIGNAL WORDS for contrast
although, and yet counter to, despite in the meantime the fact remains

as opposed to, but even so, unlike in contrast, instead on the other hand

conversely, yet even though, still nevertheless otherwise

References
Barrot, J. (2020). Academic Reading and Writing for
Senior High School. Quezon City, Philippines. C & E
Publishing, Inc.

Jerrica. "Writing Paragraphs Showing Comparison and Contrast."

June 17, 2021. Video, 18:23. https://tinyurl.com/3ep5yrn5
According to plagiarism.org, academic punishments may
include failure of an assignment or expulsion from the
institution.
Professional punishments may include getting fired and
difficulty finding another job in the same field or beyond.
 SUMMARIZING PARAPHRASING DIRECT QUOTING

It involves putting It involves putting a It is usually a short

the main idea(s) passage from a part of the text.
into your own source into your
words, but own words.
including only the
main point(s).
 What is plagiarism? In most cases, it can be the quotation of a
sentence or two, without quotation marks and without a citation
(e.g., footnote) to the true author. In the most serious cases, a
significant fraction of the entire work was written by someone
else but the plagiarist removed the author(s), name(s) and
substituted his/her name, perhaps did some re-formatting of the
text, then submitted the work for credit in class (e.g., term paper
for essay), as part of the requirements for a degree (e.g., thesis or
dissertation), or as a part of a published article or book.
 SUMMARY summarizing

Does not match the source word

According to the article, for word.
plagiarism can be defined Presents a broad overview,
as using ideas, data, or any
relevant information of so is usually much shorter
another without giving than the original text.
proper credit or Must be attributed to the
acknowledgement.
original source.
1.) If you are reading longer texts (e.g. a
chapter, a journal article), skim read the
information. Note sub- headings, the first
and last paragraphs and topic
sentences.
2.) Read the text carefully using a
dictionary.
3.) Reread a difficult text several times.
4. ) Write notes in point form using key
words and ideas.
5.) Put your text away and write your
summary from your notes.
6.) Refer back to the original to make
sure that your summary truly reflects the
writer's ideas and strength of opinion
(degree of certainty on this topic).
 What is plagiarism? In most cases, it can be the quotation of a
sentence or two, without quotation marks and without a citation
(e.g., footnote) to the true author. In the most serious cases, a
significant fraction of the entire work was written by someone
else but the plagiarist removed the author(s), name(s) and
substituted his/her name, perhaps did some re-formatting of the
text, then submitted the work for credit in class (e.g., term paper
for essay), as part of the requirements for a degree (e.g., thesis or
dissertation), or as a part of a published article or book.
 What is plagiarism? In most cases, it can be the quotation of a
sentence or two, without quotation marks and without a citation
(e.g., footnote) to the true author. In the most serious cases, a
significant fraction of the entire work was written by someone
else but the plagiarist removed the author(s), name(s) and
substituted his/her name, perhaps did some re-formatting of the
text, then submitted the work for credit in class (e.g., term paper
for essay), as part of the requirements for a degree (e.g., thesis or
dissertation), or as a part of a published article or book.
 What is plagiarism? In most cases, it can be the According to the
quotation of a sentence or two, without quotation
article, plagiarism
marks and without a citation (e.g., footnote) to the
true author. In the most serious cases, a significant can be defined as
fraction of the entire work was written by someone using ideas, data,
else but the plagiarist removed the author(s), or any relevant
name(s) and substituted his/her name, perhaps did information of
some re-formatting of the text, then submitted the another without
work for credit in class (e.g., term paper for essay),
giving proper
as part of the requirements for a degree (e.g., thesis
or dissertation), or as a part of a published article or credit or
book. acknowledgement.
 For most people, writing is an extremely difficult task if they are trying to
grapple in their language with new ideas and new ways of looking at them.
Sitting down to write can be an agonizing experience, which doesn't
necessarily get easier with the passage of time and the accumulation of
experience. For this reason, you need to reflect upon and analyze your own
reactions to the task of writing. That is to say, the task will become more
manageable if you learn how to cope with your own particular ways avoiding
putting off the moment when you must put pen to paper.
SUMMARIZE summarizing

The meaning is the same.

Inexperienced and even The summary keeps the
skilled writers can feel a
great deal of anguish when
degree of certainty of the
faced with writing tasks; writer.
however, this response can
This is a much shorter
be managed by recognizing
and coping with personal version of the original
avoidance strategies. writing.
 What is plagiarism? In most cases, it can be the quotation of a
sentence or two, without quotation marks and without a citation
(e.g., footnote) to the true author. In the most serious cases, a
significant fraction of the entire work was written by someone
else but the plagiarist removed the author(s), name(s) and
substituted his/her name, perhaps did some re-formatting of the
text, then submitted the work for credit in class (e.g., term paper
for essay), as part of the requirements for a degree (e.g., thesis or
dissertation), or as a part of a published article or book.
 PARAPHRASE paraphrasing

Plagiarism can occur in small cases,

Does not match the source
which happens when small parts of a word for word.
passage are used without enclosing
them in quotation marks and citing the
author. It can also occur in more grave Changes the words or phrasing of a
situations. In these instances, big passage, but retains and fully
chunks of the original text are used.
There are changes in the format, but the communicates the original meaning.
original author is not attributed to and
the work is claimed as the plagiarist’s
own and submitted to comply with Must be attributed to the
academic requirements or as a part of a
material for publication.
original source.
1. Read the text carefully. Underline, or note, any important subject-specific words.
2. Look up any difficult words, and find synonyms for them.
3. Find different ways of expressing the information in the groups of words (phrases).
4. Rewrite sentences. Simplify the sentence structure and the vocabulary without
changing the meaning.
5. Put your text out of sight and write your paraphrase from memory.
6. Revise your paraphrase and compare to the original. Is it written and clearly in
your own words?
What is plagiarism? In most cases, it can be Plagiarism can occur in small cases, which
the quotation of a sentence or two, without happens when small parts of a passage are
quotation marks and without a citation (e.g., used without enclosing them in quotation
footnote) to the true author. marks and citing the author.
 In the most serious cases, a significant
fraction of the entire work was written by
someone else but the plagiarist removed the
author(s), name(s) and substituted his/her
name, perhaps did some re-formatting of the
text, then submitted the work for credit in
class (e.g., term paper for essay), as part of
the requirements for a degree (e.g., thesis or
dissertation), or as a part of a published
article or book.
It can also occur in more grave situations. In
these instances, big chunks of the original
text are used. There are changes in the
format, but the original author is not attributed
to and the work is claimed as the plagiarist’s
own and submitted to comply with academic
requirements or as a part of a material for
publication.
 Traditionally, in oral and written discourses, the
masculine pronoun 'he' was used as a pronoun to
refer to a person whose gender was unknown or
irrelevant to the context. Recently, this usage has
come under criticism for supporting gender-based
stereotypes and is increasingly considered
inappropriate.
 PARAPHRASE
If the gender of a person was not
known or was unimportant to the
meaning of oral or written texts, it was
customary to use the masculine form
of 'he' when a pronoun was required;
however, there has been growing
concern about this practice in modern
usage because it appears to privilege
stereotypes based on gender.
paraphrasing
The meaning is the same.
Most of the words have been
changed.
The sentences have been
significantly restructured.
This is about the same length
as the original writing.
SUMMARIZING
DIRECT QUOTING
1.Summarize a text that has long citations e.g., a page or
chapter of a book or the book itself; a paragraph of an
essay itself).
2. Summarize when you want to:
a. avoid or minimize direct quotation; or use
the main idea of the text and write
it in your own words.

SUMMARIZING
PARAPHRASING
1.Paraphrase a short text with one or two sentences or a
paragraph with a minimum of five sentences.
2.Paraphrase when you want to:
a. avoid or minimize direct quotation; or
b. rewrite the author’s words by not
changing the message or use
your own words to state the author’s ideas.
DIRECT QUOTING
1.Quote a text that conveys powerful message or will
show less impact if paraphrased or summarized (e.g.,
Constitution, government documents, philosophies,
monographs, or other scholarly materials).
2.Direct quote when you want to:
a. begin your discussion with the author’s stand; or
b. highlight the author’s expertise in your claim,
argument or discussion.
The cause of autism has also been a matter of dispute. Its incidence is about
one in a thousand, and it occurs throughout the world, its features
remarkably consistent even in extremely different cultures. It is often not
recognized in the first year of life, but tends to become obvious in the
second or third year. Though Asperger regarded it as a biological defect of
affective contact—innate, inborn, analogous to a physical or intellectual
defect—Kanner tended to view it as a psychogenic disorder, a reflection of
bad parenting, and most especially of a chillingly remote, often professional,
“refrigerator mother.” At this time, autism was often regarded as “defensive”
in nature, or confused with childhood schizophrenia. A whole generation of
parents—mothers, particularly—were made to feel guilty for the autism of
their children.
In order to communicate effectively with other people, one must
have a reasonably accurate idea of what they do and do not
know that is pertinent to the communication. Treating people as
though they have knowledge that they do not have can result in
miscommunication and perhaps embarrassment. On the other
hand, a fundamental rule of conversation, at least according to
a Gricean view, is that one generally does not convey to others
information that one can assume they already have.
1.) If you are reading longer texts (e.g. a
chapter, a journal article), skim read the
information. Note sub- headings, the first
and last paragraphs and topic
sentences.
2.) Read the text carefully using a
dictionary.
3.) Reread a difficult text several times.
4. ) Write notes in point form using key
words and ideas.
5.) Put your text away and write your
summary from your notes.
6.) Refer back to the original to make
sure that your summary truly reflects the
writer's ideas and strength of opinion
(degree of certainty on this topic).
 For most people, writing is an extremely difficult task if they are trying to
grapple in their language with new ideas and new ways of looking at them.
Sitting down to write can be an agonizing experience, which doesn't
necessarily get easier with the passage of time and the accumulation of
experience. For this reason, you need to reflect upon and analyze your own
reactions to the task of writing. That is to say, the task will become more
manageable if you learn how to cope with your own particular ways avoiding
putting off the moment when you must put pen to paper.
 For most people, writing is an extremely difficult task if they are trying to
grapple in their language with new ideas and new ways of looking at them.
Sitting down to write can be an agonizing experience, which doesn't
necessarily get easier with the passage of time and the accumulation of
experience. For this reason, you need to reflect upon and analyze your own
reactions to the task of writing. That is to say, the task will become more
manageable if you learn how to cope with your own particular ways avoiding
putting off the moment when you must put pen to paper.
 For most people, writing is an extremely Inexperienced and
difficult task if they are trying to grapple in even skilled writers
their language with new ideas and new ways of
looking at them. Sitting down to write can be
can feel a great deal of
an agonizing experience, which doesn't anguish when faced
necessarily get easier with the passage of time with writing tasks;
and the accumulation of experience. For this however, this
reason, you need to reflect upon and analyze response can be
your own reactions to the task of writing. That managed by
is to say, the task will become more
manageable if you learn how to cope with your
recognizing and
own particular ways avoiding putting off the coping with personal
moment when you must put pen to paper. avoidance strategies.
1. Read the text carefully. Underline, or note, any important subject-specific words.
2. Look up any difficult words, and find synonyms for them.
3. Find different ways of expressing the information in the groups of words (phrases).
4. Rewrite sentences. Simplify the sentence structure and the vocabulary without
changing the meaning.
5. Put your text out of sight and write your paraphrase from memory.
6. Revise your paraphrase and compare to the original. Is it written and clearly in
your own words?
 Traditionally, in oral and written discourses, the
masculine pronoun 'he' was used as a pronoun to
refer to a person whose gender was unknown or
irrelevant to the context. Recently, this usage has
come under criticism for supporting gender-based
stereotypes and is increasingly considered
inappropriate.
 Traditionally, in oral and written discourses, the
masculine pronoun 'he' was used as a pronoun to
refer to a person whose gender was unknown or
irrelevant to the context. Recently, this usage has
come under criticism for supporting gender-based
stereotypes and is increasingly considered
inappropriate.
 Traditionally, in oral and written
discourses, the masculine pronoun
'he' was used as a pronoun to refer to
a person whose gender was
unknown or irrelevant to the context.
Recently, this usage has come under
criticism for supporting gender-
based stereotypes and is
increasingly considered
inappropriate.
If the gender of a person was
not known or was unimportant
to the meaning of oral or written
texts, it was customary to use
the masculine form of 'he' when
a pronoun was required;
however, there has been
growing concern about this
practice in modern usage
because it appears to privilege
stereotypes based on gender.
The cause of autism has also been a matter of dispute. Its incidence is about
one in a thousand, and it occurs throughout the world, its features
remarkably consistent even in extremely different cultures. It is often not
recognized in the first year of life, but tends to become obvious in the
second or third year. Though Asperger regarded it as a biological defect of
affective contact—innate, inborn, analogous to a physical or intellectual
defect—Kanner tended to view it as a psychogenic disorder, a reflection of
bad parenting, and most especially of a chillingly remote, often professional,
“refrigerator mother.” At this time, autism was often regarded as “defensive”
in nature, or confused with childhood schizophrenia. A whole generation of
parents—mothers, particularly—were made to feel guilty for the autism of
their children.
The cause of autism has also been a matter of dispute. Its incidence is about
one in a thousand, and it occurs throughout the world, its features
remarkably consistent even in extremely different cultures. It is often not
recognized in the first year of life, but tends to become obvious in the
second or third year. Though Asperger regarded it as a biological defect of
affective contact—innate, inborn, analogous to a physical or intellectual
defect—Kanner tended to view it as a psychogenic disorder, a reflection of
bad parenting, and most especially of a chillingly remote, often professional,
“refrigerator mother.” At this time, autism was often regarded as “defensive”
in nature, or confused with childhood schizophrenia. A whole generation of
parents—mothers, particularly—were made to feel guilty for the autism of
their children.
The cause of autism has also been a matter of dispute. Its Although there is little
incidence is about one in a thousand, and it occurs disagreement on the chief
throughout the world, its features remarkably consistent characteristics of autism,
even in extremely different cultures. It is often not researchers have differed
recognized in the first year of life, but tends to become
obvious in the second or third year. Though Asperger
considerably on its
regarded it as a biological defect of affective contact— causes. As he points out,
innate, inborn, analogous to a physical or intellectual Asperger saw the
defect—Kanner tended to view it as a psychogenic condition as an innate
disorder, a reflection of bad parenting, and most especially defect in the child's ability
of a chillingly remote, often professional, “refrigerator
mother.” At this time, autism was often regarded as
to connect with the
“defensive” in nature, or confused with childhood external world, whereas
schizophrenia. A whole generation of parents—mothers, Kanner regarded it as a
particularly—were made to feel guilty for the autism of their consequence of harmful
children. childrearing practice
In order to communicate effectively with other people, one must
have a reasonably accurate idea of what they do and do not
know that is pertinent to the communication. Treating people as
though they have knowledge that they do not have can result in
miscommunication and perhaps embarrassment. On the other
hand, a fundamental rule of conversation, at least according to
a Gricean view, is that one generally does not convey to others
information that one can assume they already have.
In order to communicate effectively with other people, one must
have a reasonably accurate idea of what they do and do not
know that is pertinent to the communication. Treating people as
though they have knowledge that they do not have can result in
miscommunication and perhaps embarrassment. On the other
hand, a fundamental rule of conversation, at least according to
a Gricean view, is that one generally does not convey to others
information that one can assume they already have.
In order to communicate effectively with other Effective communication
people, one must have a reasonably accurate depends on a generally
idea of what they do and do not know that is accurate knowledge of what
pertinent to the communication. Treating the audience knows. If a
people as though they have knowledge that speaker assumes too much
they do not have can result in knowledge about the subject,
miscommunication and perhaps the audience will either
embarrassment. On the other hand, a misunderstand or be
fundamental rule of conversation, at least bewildered; however,
according to a Gricean view, is that one assuming too little
generally does not convey to others knowledge among those in
information that one can assume they already the audience may cause them
have. to feel patronized.
In 1980, Michael Canale and Merill Swain published their seminal work titled
“Theoretical Base of Communicative Approaches to Second Language
Teaching and Testing” where they proposed a framework for communicative
competence. Their paper discusses three components of communicative
competence: grammatical, sociolinguistic and strategic competence.
Grammatical competence refers to the knowledge about the rules and
mechanics of a language. Sociolinguistic knowledge includes the
individual’s understanding of social relations and how it is used to
communicate appropriately. Strategic competence covers the way in which
the speaker improvises and overcomes a communication problem.
According to Conway and Clark in their article “The Journey Inward and
Outward: A Re-Examination of Fuller’s Concerns-Based Model of Teacher
Development,” teachers undergo three stages in their professional life (2003). In
the first stage, teachers desire to project an ideal image and be liked by their
students. In the next stage, they are more concerned with classroom control
and management. Both of these stages cover a large part of teachers’
professional life. By the third stage, teachers develop the needed confidence to
sacrifice classroom popularity and focus more on improving students’ learning
outcomes. Teachers at this stage are able to formulate their own teaching
philosophies and strategies. This article indicates that teachers may have
different teaching principles, beliefs, and strategies based on the stage they are
in.
The internet or the library is Not everything you see or Your sources affect you as
a fragile place. read are reliable. a writer.
 AUTHOR
• Invert all individual authors’ names, providing the surname first,
followed by a comma and the initials.
• Use a comma to separate an author’s initials from additional
author names, even when there are only two authors; use an
ampersand (&) before the final author’s name. Use one space
between initials.
• End with a period.
 AUTHOR IN SECONDARY CITATIONS

IN-TEXT CITATION

REFERENCE ENTRY:
 AUTHOR OF A CHAPTER IN AN EDITED BOOK

IN-TEXT CITATION

REFERENCE ENTRY:
 DATE
• Enclose the date, followed by a period in parentheses.
• For works that include a month, day and/or season along with the year, put
the year first, followed by a comma, and then the month and date. Do not
abbreviate.
Examples:
(2008).
(2017, November).
(2019, August 26). Depends on Source
(2020, Spring/Summer).
 TITLE
• Titles fall into two broad categories: works that stand alone and works
that are part of a greater whole.
• When a work stands alone, the title of that work appears in the title
element of the reference.
• When a work is part of a greater whole, the title of the article or chapter
appears in the title element of the reference and the title of the greater
whole (the journal or book) appears in the source element.
• Titles use sentence case, meaning that only the first word of the title and
subtitle (as indicated by a colon) plus proper nouns are capitalized.
 SOURCE
• The source indicates where readers can retrieve the cited work. Thus, it
has the most variation.
• Sources, like titles, also fall into two broad categories: works that are part
of a greater whole and works that stand alone.
• Use the reference examples provided on the following pages to
determine how to cite specific sources.
Book & ebook with DOI Ewert, E. W., Mitten, D. S., & Overholt, J. R. (2014). Natural environments and human health.
CAB International. https://doi.ore10.1079/9781845939199.0000

Include the DOI using the format https://doi.org/10.xxxx/xxxx

Book & ebook without DOI, Foxall, G. R. (2018). Context and cognition in consumer psychology: How perception and
emotion guide action. Routledge.
ebook without DOI from
research databases Use the copyright date. For more than one publisher, list all publishers in the order that they
appear, separated by a semicolon. Do not include the database name or URL.
Article with DOI from Washington, E. T. (2014). An overview of cyberbully in higher education. Adult Learning, 26(1),
research databases 21-27. https:fidoi.org/10.1177/1045159514558412

For DOI, use the format https://doi.org/xxxxxx

Artide without DOI: Moody, M. S. (2019). If instructional coaching really works, why isn't it working? Educational
From research Leadership, 77(3), 30-35.
databases,
or From a Print Do not include the database name or URL for articles from most academic research databases.
journal
Open access journal Dayton, K. J. (2019). Tangled arms: Modernizing and unifying the arm-of-the-state doctrine.
article The University of Chicago Law Review, 86(6), 1497-1737. https://bit.lv/2SkWwcv
without DOI
Include the URL for articles without a DOI and with a nondatabase URL, e.g. free online journal
articles.
Webpage, no Athletics New Zealand. (n.d.). Form a new club. http://www.athletics.org.nz/Clubs/Starting-a-New-Club
date
When the author and site name are the same, omit the site name.

Webpage, with a Monaghan, E. (2019, December 10). 5 reasons modern slavery at sea is still possible in 2019.
date Greenpeace. https://bitly/2PIXIac

If the page you are citing includes a last updated date, use that date. Include the name of the website in
the reference.
Mason, I., & Missingham, R. (2019, October 21-25). Research libraries, data curation, and
workflows [Paper presentation]. eResearch Australasia Conference, Brisbane, QLD,
Australia. https://bit.ly/2RGcFdn

After the title, include a label in square brackets that matches the description of the presentation e.g.
[paper presentation]. Create a short URL using https://bitly.com
MSNBC. (2020, January 7). Julidn Castro endorses
Elizabeth Warren (Video). YouTube.
https://www.voutube.com/watch?v=Uk2Tzc8H5po
EXERCISES ON
AVOIDING PLAGIARISM
Summarizing, Paraphrasing, In-text Citation and Referencing Citation
Book title: 21st Century Literature from the Philippines and the World for Senior High
School
Authors: Ma. Lourdes G. Tayao, Ph.D., Rosario I. Alonzo, Ph.D., Eden Regala-Flores,
Ph.D.
Date of Publication: 2017
Publisher: C&E Publishing, Inc.
Chapter title: In Response to Our Legendary Origin, pages 56-67

“Accounts of the origin of man differ worldwide and across

disciplines. In science, the evolutionary theory provides a
scientific explanation for how living things developed.
Religious beliefs, on the other hand, cite a supreme being as
the creator of all things, with man as his greatest creation.
Culturally, countries explain man’s origin in varied legendary
accounts which differ depending on the group that produced
them.”
Paraphrased
The article discusses the varying opinions of different
countries and fields on human origin. Discussions on the
creation of lifeforms based on scientific facts are given by
science through the evolutionary theory. Meanwhile, God,
whose best handiwork is a man, is attributed by religion as
the maker of everything. Different cultural groups have their
own legendary accounts of human origins that vary based on
the source group (Tayao et al., 2017).
“Accounts of the origin of man
differ worldwide and across
disciplines. In science, the
evolutionary theory provides a
scientific explanation for how
living things developed. Religious
beliefs, on the other hand, cite a
supreme being as the creator of
all things, with man as his
greatest creation. Culturally,
countries explain man’s origin in
varied legendary accounts which
differ depending on the group
that produced them.”
The article discusses the varying
opinions of different countries and
fields on human origin. Discussions
on the creation of lifeforms based on
scientific facts are given by science
through the evolutionary theory.
Meanwhile, God, whose best
handiwork is a man, is attributed by
religion as the maker of everything.
Different cultural groups have their
own legendary accounts of human
origins that vary based on the source
group (Tayao et al., 2017).
Summary
Tayao et al. (2017) discusses the different opinions of nations
and academic fields on how man was created. Science uses
the evolutionary theory while, religion explains the existence
of a god. Meanwhile, varying legends dependent on the
culture of a group are used by countries to explain man’s
origin.
“Accounts of the origin of man
differ worldwide and across
disciplines. In science, the
evolutionary theory provides a
scientific explanation for how living
things developed. Religious beliefs,
on the other hand, cite a supreme
being as the creator of all things,
with man as his greatest creation.
Culturally, countries explain man’s
origin in varied legendary accounts
which differ depending on the
group that produced them.”
Tayao et al. (2017) discusses the
different opinions of nations and
academic fields on how man was
created. Science uses the
evolutionary theory while,
religion explains the existence of
a god. Meanwhile, varying
legends dependent on the culture
of a group are used by countries
to explain man’s origin.
Book title: 21st Century Literature from the Philippines and the World for Senior High
School
Authors: Ma. Lourdes G. Tayao, Ph.D., Rosario I. Alonzo, Ph.D., Eden Regala-Flores,
Ph.D.
Date of Publication: 2017
Publisher: C&E Publishing, Inc.
Chapter title: In Response to Our Legendary Origin, pages 56-67
Book title: 21st Century Literature from the Philippines and the World for Senior High
School
Authors: Ma. Lourdes G. Tayao, Ph.D., Rosario I. Alonzo, Ph.D., Eden Regala-Flores,
Ph.D.
Date of Publication: 2017
Publisher: C&E Publishing, Inc.
Chapter title: In Response to Our Legendary Origin, pages 56-67

Tayao, M. L. G., Alonzo, R. I., & Regala-Flores, E. (2017). In

response to our legendary origin. In 21st century
literature from the Philippines and the world for senior
high school (pp. 56-67). C&E Publishing.
Article title: Impact of online classes on the satisfaction and performance of students
during the pandemic period of COVID 19
Authors: Ram Gopal, Varsha Singh & Arun Aggarwal
Date of Publication: 2021
Academic Journal: Education and Information Technologies, volume 26, pages6923–
6947
DOI: https://doi.org/10.1007/s10639-021-10523-1

“The present study’s findings indicated that instructor’s quality is

the most prominent factor that affects the student’s satisfaction
during online classes. This means that the instructor needs to be
very efficient during the lectures. He needs to understand
students’ psychology to deliver the course content prominently. If
the teacher can deliver the course content properly, it affects the
student’s satisfaction and performance. The teachers’ perspective
is critical because their enthusiasm leads to a better online
learning process quality.”
Paraphrased
According to the present study’s results, the most noticeable
reason which influences the contentment of students amidst
the online distance learning is the quality of a teacher. As
such, effectiveness during instructions is needed by the
instructors. To give lessons more notably, he must know
how students think. The contentment and academic
achievement of students are influenced if the teaching of the
lessons is correct. An improved quality of online education
procedure stems from the instructor’s passion which is why
their view is crucial (Gopal et al., 2021).
“The present study’s findings indicated
that instructor’s quality is the most
prominent factor that affects the
student’s satisfaction during online
classes. This means that the instructor
needs to be very efficient during the
lectures. He needs to understand
students’ psychology to deliver the
course content prominently. If the
teacher can deliver the course content
properly, it affects the student’s
satisfaction and performance. The
teachers’ perspective is critical because
their enthusiasm leads to a better
online learning process quality.”
According to the present study’s results,
the most noticeable reason which
influences the contentment of students
amidst the online distance learning is the
quality of a teacher. As such,
effectiveness during instructions is
needed by the instructors. To give
lessons more notably, he must know
how students think. The contentment
and academic achievement of students
are influenced if the teaching of the
lessons is correct. An improved quality
of online education procedure stems
from the instructor’s passion which is
why their view is crucial (Gopal et al.,
2021).
Summary
The study, according to Gopal et al. (2021), found that the
quality of the instructor is the most important factor affecting
student satisfaction in online classes. To improve satisfaction
and performance, instructors must be efficient and
understand students' psychology. Teachers' enthusiasm is
critical for better online learning quality.
“The present study’s findings
indicated that instructor’s quality is the
most prominent factor that affects the The study, according to Gopal et al.
student’s satisfaction during online (2021), found that the quality of the
classes. This means that the instructor instructor is the most important
needs to be very efficient during the factor affecting student satisfaction
lectures. He needs to understand in online classes. To improve
students’ psychology to deliver the satisfaction and performance,
course content prominently. If the instructors must be efficient and
teacher can deliver the course content understand students' psychology.
properly, it affects the student’s
Teachers' enthusiasm is critical for
satisfaction and performance. The
better online learning quality.
teachers’ perspective is critical
because their enthusiasm leads to a
better online learning process
quality.”
Article title: Impact of online classes on the satisfaction and performance of students
during the pandemic period of COVID 19
Authors: Ram Gopal, Varsha Singh & Arun Aggarwal
Date of Publication: 2021
Academic Journal: Education and Information Technologies, volume 26, pages6923–
6947
DOI: https://doi.org/10.1007/s10639-021-10523-1
Article title: Impact of online classes on the satisfaction and performance of students
during the pandemic period of COVID 19
Authors: Ram Gopal, Varsha Singh & Arun Aggarwal
Date of Publication: 2021
Academic Journal: Education and Information Technologies, volume 26, pages6923–
6947
DOI: https://doi.org/10.1007/s10639-021-10523-1

Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online

classes on the satisfaction and performance of students
during the pandemic period of COVID 19. Education and
Information Technologies, 26, 6923–6947.
https://doi.org/10.1007/s10639-021-10523-1