───────── ❛ notes ni rai ‧₊˚✧ [ STEM 11 - A ]

Lesson 1 : Patterns of Development in Writing across Disciplines

I. Narration ii. SUBJECTIVE DESCRIPTION

● writing a paragraph involves deep understanding of ○ writer gives personal impression of what is observed.
how one can achieve well-focused and unified ideas in ○ is often used in making fiction stories.
a composition. ○ example : when you are asked to write about a place
● it is important to use strategies developing ideas using you visit during summer vacation, you tend to give your
a particular pattern. One of these is through narration. personal judgment of how you experience the place.
● NARRATIVE TEXT — contains the plot which gives ○ SUMMARY — a brief statement or account of the main
direction in making a story. points of something.
● sequential presentation of events plays an important
role in developing narration. Signal Words for Spatial Pattern or Visual Description
● SIGNAL WORDS — help to create unified thought and
to show the transition of events to the next. above, across, adjacent around, away between, beyond, by,
一 leads us to focus on the use of the action to, against, along, from, back down, farther, here, in
alongside, amidst of, behind, onto, opposite of,
words in the story. below,
一 helps to move the story and makes the story in front of, inside, into, outside, over,
near, off, on, on top of beneath, throughout, to the
interesting. beside right, under
CHRONOLOGICAL ORDERING OF EVENTS
○ helps to show the reader how the story moves
○ most of the common transitional words are first, next,
then, after and suddenly. III. Definition
○ it is also important to give specific details in pointing ● DEFINITION — provide concise but exact meanings of
out the direction of the story. unfamiliar words and explain special meanings for
familiar words.
Signal Words for Chronology 一 are often used to explain technical words and concepts.
一 what to define always depends on the needs of the
about, after, at before, during, first, reader and the purpose of communication.
afterwards, as eventually, finally, in the meantime,
soon as, at immediately later, meanwhile, METHODS OF DEFINITION ────────────────────
this/that point prior to, second, soon, next, next week,
presently i. INFORMAL DEFINITION
Tomorrow, until, then, till, today
when, yesterday ○ is either denotation or connotation.

DENOTATION CONNOTATION
— is the dictionary — is the secondary meaning of
II. Description meaning of the word. a word.
— the literal meaning of — it is how a writer understands
● DESCRIPTION — helps you create a vivid picture of the word. a word based on their own
what you are trying to express through written text. — example : Rose is a personal or consensual
一 plays an important role to elucidate the nature of family of prickly shrub experiences.
people, places and things. with pinnate leaves and — example : A dozen of pink
● series of detailed observation about the subject can showy flowers. roses is usually given to their
help you create a good descriptive paragraph. beloved ones. Instead of literally
一 this involves the use of adjectives and adverbs in the referring to flowers, love and
paragraph. romance are connoted.

SENSORY LANGUAGES ii. FORMAL DEFINITION

○ kind of words that we used to describe how your ○ consists of three principal parts:
subject looks, sounds, feels, smells or even tastes. 1. species (WORD)
○ also concerns how you will arrange the details to ■ the name of the object, process, or
provide an image of the scene, the person or the object concept defined.
you are trying to describe in your text. ■ usually followed by “is” and “are” and
TYPES OF DESCRIPTION ──────────────────── the class.
2. genus (CLASS)
i. OBJECTIVE DESCRIPTION ■ general group to which the objects
○ where the writer presents impartial and actual picture belongs.
of the subject without biases 3. differentiae
○ excludes personal impression of the subject ■ is an element, feature, or factor that
○ example : when you give your description of an distinguishes one entity, state, or class
experiment in class. from another.

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 EXAMPLES :
1. Skimming is a reading technique of allowing the eyes to
travel over a page very quickly, stopping only here and
there to gain an idea.
■ SPECIES : Skimming
■ CLASS : is a reading technique
■ DIFFERENTIAE : allowing the eyes to travel
over a page very quickly, stopping only here
and there to gain an idea.
2. Research is the systematic investigation into and study
of materials and sources in order to establish facts and
reach new.
■ SPECIES : Reading
■ CLASS : is the systematic investigation
■ DIFFERENTIAE : study of materials and sources
in order to establish facts and reach new.
3. Writing is the activity or skill of marking coherent words
on paper and composing text.
■ SPECIES : Writing
■ CLASS : is the activity or skill
■ DIFFERENTIAE : marking coherent words on
paper and composing text.
● BY STATING ITS CHARACTERISTICS
EXPANDED OR EXTENDED DEFINITION ─────────── — Bimetallic Components Bimetals are components
made up of two separate metallic units, each occupying
Methods used in paragraph development: a distinct position in the component. Bimetal rods or
wires (also called clad metal, dun- or dual-metal) are
○ by stating its ○ by examples made of dissimilar metals. The rod core a sleeve of
characteristics ○ by origin of word or another metal.
○ by function etymology
● BY EXAMPLES
○ by what it is not ○ by its effect
— Some fibrous metals may also be regarded as
○ by what it is similar to
bimetallic for example, rods made by unidirectional
solidification of some eutectic compositions containing
a metallic (or nonmetallic) compound of fibrous
filaments embedded in an almost pure metallic matrix.
● BY STATING ITS CHARACTERISTICS
— “The structure of present day Nb-SN
superconducting core can be even more complex. “It is
multimetallic- containing more than two dissimilar
metals. The two elements of a bimetallic product are
usually intimately interlocked, so that they function in
unison.
● BY EXAMPLES
— "Bimetal rods or wire stems make it possible to
combine properties of dissimilar metals. For example: 9
Aluminum-clad steel wire combines the strength of
steel with the electrical conductivity and corrosion
resistivity of aluminum 10 Superconductor core clad
with copper sleeves combines superconductivity at
cryogenic temperatures with assurance against failure
when a local temporary rise in resistance or
temperature occurs​.
● BY ITS EFFECT
— Although the number of desired bimetallic
combinations for practical use is virtually unlimited,
manufacturing difficulties restrict the number of
bimetallic combinations actually in use.
SIGNAL WORDS FOR DEFINITION :
● is defined as, as defined, means
● refers to, to define, to illustrate.

EXAMPLE PARAGRAPH ────────────────────── IV. Exemplification and Classification

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 ● there are basic parts of unique patterns of
development in writing exemplification and
classification paragraphs :
一 topic sentence
一 classifications (types, categories)
一 examples (illustrations)
一 transitional expressions
1. EXEMPLIFICATION ──────────────────────
○ also called as illustration
○ is the most common and effective pattern to explain an
idea or point.
○ in developing this kind of paragraph, the writer
develops a general statement - the topic sentence,
with one or more examples to support it.
TRANSITIONAL EXPRESSIONS
○ function to connect one idea to another between or
within sentences and to alert readers to connections
between paragraphs or blocks of the text.
○ they are signals that help readers follow the direction of
your thoughts as a writer.
transitional expressions : for example, to illustrate,
namely, to be specific, in short, to clarify, as an example.
EXAMPLE :
While the Internet offers so many benefits to
man, it also has its downsides. One of these examples
is phishing, which refers to the act of obtaining
personal information, such as passwords and credit
card details, through online means. In other words,
phishing is a form of cybercrime. As an example, let us
consider the case of Mr. X. He received an email stating
that his Gmail account has been compromised and that
he needed to click a link to update personal
information. If Mr. X clicks on the link, his personal
information will be illegally acquired by cybercriminals.
2. CLASSIFICATION ──────────────────────
○ is used when a writer needs to sort out or arrange
subjects to groups or categories based on their
common and shared characteristics.
transitional expressions : classified as, one kind, the
last group, another kind, another, final type, the first
category, are categorized as, the next part.
● REMINDER : you can use both exemplification and
classification in developing a paragraph by simply
identifying categories on a particular subject and
providing examples or illustration to explain and clarify
meaning.
V. Compare and Contrast
COMPARISON CONTRAST
→ discusses elements or → discusses elements or
ideas that are similar. ideas that are different.
→ cohesive devices include → cohesive devices include
likewise, similar to, same on the other hand, however,
with, like, in the same while, different with, in
manner, etc. contrast, etc.
COMPARISON (SIMILARITIES) COHESIVE DEVICES
○ equally, as with, in the same way, just as
○ not only … but also
○ also, compared to
CONTRAST COHESIVE DEVICES
○ but, unlike, whereas, alternatively
○ conversely, nevertheless, instead
○ on the contrary
A COMPARE AND CONTRAST ESSAY ────────────
● analyzes two subjects; comparing, contrasting, or both
● purpose is not to simply state the obvious but to
illustrate subtle differences or unexpected similarities
between two subjects.
TWO WAYS TO ORGANIZE A COMPARISON OR
CONTRAST PARAGRAPH ──────────────
1. BLOCK METHOD
○ compares and contrasts two subjects one at a time.
○ Subject A is analyzed first, then followed by Subject B
EXAMPLE PARAGRAPH :
My sisters are as different as yin and yang in terms of
personality, appearance and intelligence. Tina, the middle child
in the family, prefers staying at home than going out with her
friends. She is slim, petite and has dark skin. As she is not
sociable, she finds friends with the characters from the books
she reads most of the time. In addition, she is very clever in
subjects like Math and Science which made her graduate with
Highest Honors from Senior High School. In contrast, my
youngest sister, Joni, is the opposite. She has an outgoing
and friendly personality. There is never a dull moment as she
is always ready with stories to tell. She is tall with a round
plump face and fair skin. Being the youngest in the family, she
is often asked to perform during family gatherings since she
sings and dances well. My sisters may be different from each
other but they adore one another.
—> Tina is analyzed first before Joni.
2. POINT - BY - POINT
○ this method addresses both subjects by their
similarities and differences.
○ outlines focus on the topics of similarities or differences
and then view each item in comparison.
EXAMPLE PARAGRAPH :
My sisters are as different as yin and yang. Tina is the middle
child in the family and Joni is the youngest sister. In terms of
personality, Tina prefers staying at home than going out with
her friends. As she is not sociable, she finds friends with the
characters from the books she reads most of the time. On the
other end, Joni has an outgoing and friendly personality.
There is never a dull moment as she is always ready with
stories to tell. In appearance, TIna is slim, petite and has dark
skin, while Joni is tall with a round plump face and fair skin. In
terms of intelligence, Tina is very clever in subjects like Math
and Science which made her graduate with Highest Honors
from Senior High School. Different with Joni, she is often
asked to perform during family gatherings since she sings
and dances well. My sisters may be different from each other
but they adore one another.
—> Tina and Joni are compared by category (birth order,
personality, appearance, and intelligence).
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 2. CAUSE AND EFFECTS
○ outline the causes of the problem
○ discuss solutions in terms of preventive measures
3. EXTENDED EXAMPLE
○ after a topic sentence, illustrate the problem by using
an extended example (through a story or an anecdote
from your introduction).

SOLUTIONS ──────────────────────
● may be presented in various ways and you have to
think about which way would be the most appropriate
for the particular problem you are discussing.

● SOME WAYS TO PRESENT SOLUTIONS :

1. PREVENTIVE MEASURES
○ uses ways to prevent the problem from occurring in the
first place
○ example : How to prevent Covid - 19.
2. A SERIES OF STEPS
VI. Cause and Effect ○ suggest the easiest and most obvious solution first, but
● is a text development pattern which explains why if that doesn’t work, try something else, etc.
something happens. (cause) ○ example : if you have a neighbor who does not wear
● this also states what results a particular event mask nor practice social distancing, you might first talk
produces. (effect) to him/her; if that doesn’t work, arrange for a mediator;
● usually gives a statement emphasizing the cause and etc. (a last resort might be to call the police).
another emphasizing the effect.
3. ADVICE
● The following guide questions can be used for
cause-effect development: ○ give some advice and helpful hints or tips.
一 why did it happen? 4. A CHOICE OF SOLUTIONS
一 what caused it?
一 what does it cause? ○ include solutions that have already been tried, have
一 what are the effects? been unsuccessful, and new solutions which you are
一 how is it related to something else proposing.
TRANSITIONAL DEVICES
signal words for CAUSE : as a consequence of, as a
result of, because, because of, now that, since. INTRODUCTION BODY CONCLUSION
signal words for EFFECT : accordingly, consequently,
hence, so, therefore, and this resulted in → nowadays → for instance… → in conclusion
→ it is a common → such as… →to conclude…
trend that… → like… → to sum up…
→ society is → namely…
becoming
VII. Problem - Solution increasingly
● a writing style where information in a passage is concerned about…
expressed as an issue and something that can be or
should be done to solve this issue.
● a method for analyzing a topic by identifying a problem STEPS IN DEVELOPING A PROBLEM - SOLUTION TEXT
and proposing one or more solutions. 1. Define the problem to be solved
● PROBLEM - SOLUTION ESSAY — presents a problem, 2. Decide how to organize your writing
usually discussing several aspects of the problem, then 3. Gather supporting information
concludes by discussing solutions to the problem. 4. Write a thesis statement
5. Support your thesis with examples and details
→ The problem may be addressed in the following ways : 6. Brainstorm to identify several solutions
1. EFFECTS ONLY 7. Write a strong conclusion
○ describe the problem only in terms of its effects
○ use examples
○ example : Exercise is a beneficial activity for our
physical health. However overdoing it may involve risks
such as: muscular injuries, sprain, fatigue, etc..

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 VIII. Persuasion
signal words for EMPHASIZING A POINT :
● focuses on how you can state details through
presenting your views and encouraging your target ○ Again, for this reason, in fact
readers to accept your argument ○ In that case, indeed
● PERSUASIVE TEXT — can be in the form of an ○ To emphasize, to repeat
argument, discussion, exposition, review or even an ○ Truly, with this in mind
advertisement.
i. FORMS OF PERSUASION signal words for CONCLUDING AND SUMMARIZING :
○ argument ○ Accordingly, all in all, as a result, as I have said
○ exposition ○ Consequently, due to, finally, in any event
○ discussion ○ In brief, in conclusion, in short, in summary,
○ review therefore, to sum up
○ advertisement ○ Inevitably, on the whole, since, thus, in essence,
in the nutshell
ii. HOW TO DEVELOP A PERSUASIVE TEXT

1. State the issue — will serve as a background

signal words for CONCEDING A POINT :
information about the topic.
2. Followed by a clear, strong, and specific argument ○ Admittedly, assuredly, certainly, granted
3. A conclusion restating the main argument of the text ○ It is true that, needless to say, no doubt
— this will be the end of the text. This will be your final ○ Obviously, of course, to be sure
statement to persuade your readers. ○ True, undoubtedly, unquestionably

ARGUMENT VS EVIDENCE
○ ARGUMENT — one's claim or position that can either
support or reject the issue previously stated.
一 shall be supported with a well-researched evidences, — end of lesson 1 —
which will give details on how and why it supports the
argument
○ EVIDENCE — can be factual, logical, statistical or
anecdotal in nature.
一 can also explain counterarguments to enlighten the
readers about other positions not because the writer
wants to prove which claims are wrong or right.

Guide Questions in Constructing a Persuasive Text

○ What is the issue?
○ What is your position or opinion?
○ What is the opposing position / opinion?
○ What are some reasons for your position or opinion?
○ What are some cases or examples that support this?

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 ──────── ❛ notes ni rai ‧₊˚✧ [ STEM 11 - A ]

Lesson 2 : Properties of a Well – Written Text (Module 2)

Properties of a Well – Written Text ─────────── CHART OF TRANSITIONAL DEVICES

○ transitional devices are also called conjunctive adverbs
I. Organization or adverbial conjunctions.
II. Coherence and Cohesion
III. Language Use
IV. Mechanics again, also, and, and then, equally important,
1. addition finally, first, further, furthermore, in addition,
in the first place, last, moreover, next,
second, still, too

I. ORGANIZATION 2. comparison also, in the same way, likewise, similarly

● a well-organized piece of writing is not only clear but
also logical and aesthetic.
● existence of organizational markers and coherent flow
of ideas are typically the focus in evaluation of writing
(Dayagbil 2016, 63-64).
● In writing a story or an essay, it is necessary for
students to :
一 identify the sequence of events from the
beginning to the end because a strong
organization comprises proper paragraphing
and logical order of presentation of ideas
● SEQUENCING EVENTS — help you understand how to
organize your understanding of the text or story, then
later, to apply it in your own composition.
II. COHERENCE AND COHESION
● Coherence and cohesion — are two basic features that
facilitate textual continuity.
COHERENCE COHESION
3. concession granted, naturally, of course
although, yet, at the same time, but at the
same time, despite that, even so, even
though. for all that, however, in contrast, is
spite of, instead, nevertheless,
4. contrast
notwithstanding, on the contrary, on the
other hand, otherwise, regardless, still,
though
5. emphasis certainly, indeed, in fact, of course
after all, as an illustration, even, for example,
6. example or for instance, for conclusion, indeed, in fact,
in other words, in short, it is true, namely,
illustration
specifically, that is, to illustrate, thus, truly
all in all, altogether, as has been said, finally,
in brief, in conclusion, in other words, in
7. summary
particular, in short, in simpler terms, in
summary, on the whole, that is, therefore, to
summarize

paragraph level, as a whole sentence level, individual III. LANGUAGE USE

— refers to the rhetorical
aspects of your writing, which
include developing and
supporting your argument
(e.g. thesis statement
development), synthesizing
and integrating readings,
organizing and clarifying
ideas.
— focuses on the overall
(macro) structure of the essay
— means the connection and
organization of ideas in a text
to create unity.
— to achieve coherence,
every good paragraph must
have UNITY or oneness of
idea. Sentences in a
paragraph are unified and
directed by a topic sentence.
— unifying ideas by binding
words, phrases, sentences
and paragraphs, thus, show
relationships and smooth
“text flow”.
— is more specific
— pays attention to links
between words and
sentence.
— to achieve good
cohesion, you need to know
how to use cohesive
devices, certain words or
phrases that serve the
purpose of connecting two
statements, usually by
referring back to what you
have previously written or
said.
● Writing — a rigorous activity.
● no matter how good and substantial the content of a
document is, if it’s not carefully written as to how you,
as the writer, would like to present it to your readers,
your purpose will not be served wisely.
● you are responsible to choose the appropriate language
to be used and to regard the objective of the writing,
the context in which it was written and the target
audience in mind
you have to bear in mind that aside from considering the
organization of your ideas and the coherence and
cohesion of your sentences and paragraphs, you also
have to regard the style, tone and clarity of your writing
5 MAJOR ISSUES WITH APPROPRIATE LANGUAGE
THAT SHOULD BE AVOIDED ───────
→ as identified by (Purdue Online Writing Lab 2020)
1. FORMALITY OF THE LANGUAGE
○ should depend on how formal the situation is and how
the writer and the reader are related to one another.
2. JARGONS / SPECIALIZED LANGUAGE
○ these are used by groups of individuals in the same
field, should only be used if the target readers belong
to the same group.

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 3. SLANGS AND IDIOMS EXAMPLE ───────
○ Slangs — are words, phrases, or expressions that do
not literally mean what they express (like “frenemy” to I can never forget my class last school year because they
describe someone who is both a friend and an enemy). were so active and responsible in class they always worked
○ Idioms — or expressions whose meaning is different together well in doing their assignments performing group
from the meanings of the individual word it contains and individual tasks submitting their projects on time keeping
(like “to kill two birds at one stone”, which means to get the classroom spic and span. They are worth remembering
two things done with a single action. for everything that they did inside and outside the campus
they always helped one another they seldom got themselves
4. EUPHEMISMS
in conflict with anyone in the class
○ are words that veil the truth.
○ example :
■ “virtually challenged” instead of short → It is apparent that the above example is quite difficult to read
■ “passed away” instead of died because of the lack of two important conventions: punctuations
■ other deceitful language and capitalization.
→ In addition, you cannot easily understand the message it
5. BIASED LANGUAGE sends across its readers. If we put appropriate punctuations, it
○ avoid using any biased language including those could be read in this way:
associated with any racial, ethnic, group, or gender.
My class is worth remembering. They were so active and
an effective language can be characterized as: responsible. They always worked together well in doing their
● Concrete and specific, not vague and abstract assignments, performing group and individual tasks,
● Concise, not verbose submitting their projects on time, and keeping the classroom
● Precise and clear, not obscure spic and span. Everything that they did inside and outside the
● Constructive, not destructive campus was worth remembering. They always helped one
● Appropriately formal, not slang another. Also, they seldom got themselves in conflict with
anyone in the class.

IV. MECHANICS → The second paragraph is easier to read and understand.

● is essential in all types of writing bec mechanics ause it
describes the technical aspects of writing.
● serves as a road sign to guide learners like you on how
to use words appropriately in terms of conventions
such as spelling, punctuation, capitalization, and
others.
Through applying proper mechanics in writing, you can facilitate
better transfer of message in your written text.
→ You will never be lost as long as you keep in mind and follow
the basic rules of subject-verb agreement, capitalization,
punctuations, paragraphing, and even spelling.

— end of lesson 2, good luck !! —

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 ───────── ❛ notes ni rai ‧₊˚✧ [ STEM 11 - A ]
Lesson 3 : Claim, Opinions, Arguments, and Types of Claims

Definition of Terms ii. Why claim of fact exist if we all agree on facts?
● ARGUMENTS — require existence of a debatable issue. 1. Varying interpretations of facts
● FACTS — things that are known or proven to be true.
● OPINION — a view or judgment formed about FACT : The local barangay unit bought a van.
something, not necessarily based on fact or knowledge.
INTERPRETATION #1 : INTERPRETATION #2 : The
The newly bought newly bought barangay van is
I. CLAIMS barangay van would be a waste of local funds
● a belief, an argument, a stand. an efficient vehicle for supposedly meant for
● good claim — should be argumentative & debatable, patrol, rescue, and
livelihood support and relief
specific & focused, interesting & engaging, and logical. transport purposes.
operations for needy residents.
● can be directly and indirectly stated.
2. Making predictions
EXPLICIT CLAIM IMPLICIT CLAIM ○ If modular learning continues in the next school
year, students will experience low academic
— directly & clearly stated — indirectly expressed performance in speaking and listening. (This is
— it is when you can easily — you need to look for clues a conditional statement that makes a
point out the information in or make inferences to prediction in the future.)
the passage understand its meaning.
B. CLAIMS OF VALUE
II. Characteristics of a Good Claim ● are evaluative statements
● A claim is the foundation of an essay. ● when you compare something
● A claim defines the essay ’s goals, direction and scope ● statements about which is better, more important, more
● A claim must be argumentative. desirable, more needed, or more useful.
● A claim should be specific. ● may also relate to what is good or bad.
● A claim is NOT a statement of fact. ● it is making claim that something is good or bad or one
● A claim is NOT merely an opinion. thing is better than another.
● it calls into question a standard of comparison : bad as
III. Opinion V.S. CLaim compared to what, good as compared to what?

● OPINION : Palabok is delicious. i. EXAMPLES

● CLAIM : Palabok stands out among other Filipino ○ Cold water boils quicker than hot water.
delicacies because of its unique sauce, practicality of ○ Although it was largely forgotten, the flu epidemic of
preparation, and versatility of ingredients. 1918 was the worst pandemic of all time.
○ Learning Science is easier than studying mathematics.
● OPINION : I love OPM
● CLAIM : Original Pinoy Music (OPM) is a significant C. CLAIMS OF POLICY
promoter of nationalism and Filipino identity, specially
among teenagers ● are all about what should be
● they say, imply, or suggest that a particular situation
IV. TYPES OF CLAIMS ─────────── should arise.
● prescribe a particular course of action that would lead
A. Claims of Fact to condition.
B. Claims of Value ● they are usually made in relation to solving societal
C. Claims of Policy problems.
● an argument that urges action
● asserts that something should or should not be done
A. CLAIMS OF FACT by someone about something
● statement that reports, describes, predicts and makes ● proposes some specific course of action but not
causal claims on whether something is a settled fact. necessarily be taken
● asserts that a condition has existed, exists, or will exist ● keyword : “should” — implies that some action ought to
just like any claim. be taken.
● supported by factual data like :
i. EXAMPLES
一 statistics
一 experts’ opinion ○ Fetal tissue research should not be funded by the
Philippines Government.
i. EXAMPLES ○ A national ID system should be adopted.
○ Cancer is not contagious. ○ The government must devote more funds to building
○ The Earth is warming rapidly. public laboratories than building roads.
○ The atmosphere has too much carbon dioxide.
— end of lesson 3 —

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Lesson 4 : Context of Text Development, Hyper and Intertext
I. AUTHOR’S LIFE
● an author’s life is related to his/her works
● factors that may influence an author’s work :
一 author’s experience / memories (especially, his
or her childhood memories).
一 feelings or emotions
一 environmental conditions
一 mind and thoughts
II. CONTEXT
● social, cultural, political, historical, & other related
circumstances that surround the text & form the terms
from which it can be better understood and evaluated.
● there is always an inspiration behind the writing of a
text, and often, it leaves clues about the situation or the
reality that served as the backdrop of the text.
● this backdrop, this situation, this reality is known as the
context of the text.
● when analyzing the context to a work, we should ask
the following questions:
一 how have specific events in the author’s life
shaped the work?
一 does the work reflect the author’s childhood or
upbringing?
一 do any of the author’s major relationships serve
as inspiration to the work?
一 what specific theme or themes appear in the
author’s life and his work?
i. IF YOU ARE WRITING FICTION AND AIM TO
INTEGRATE YOUR CONTEXT INTO IT.
○ remember to not make the tale too far off from human
and worldly reality.
○ works like Harry Potter, the Lord of the Rings, and
Ibong Adarna, while they are fictional, have a lot of the
human touch in them—making them relevant to
audiences.
ii. IN WRITING NON-FICTION LIKE ACADEMIC TEXTS
○ historical narratives, argumentative essays, position
papers, etc., you need to stick to the facts. Reveal
reality as it is.
○ to do so, conducting extensive research using scholarly
references is a requisite.
III. TEXT DEVELOPMENT
each form has its own way of developing the text, but
here are the essentials that you need to remember.
● PURPOSE — it must have an aim or objective.
⤻ you need to know the reason why you are writing the
text and what you intend to achieve from your readers.
⤻ to make them laugh, convince them to take actions, to
let them understand something, and educate them.
● AUDIENCE — know your audience.
⤻ you cannot always resonate to every single person in
the world; you need to focus on a target audience.
⤻ you will be able to adjust the content, your use of
language, and your style of presentation.
⤻
────── ❛ notes ni rai ‧₊˚✧ [ STEM 11 - A ]
● CONTENT & MEANING — your work needs substance.
⤻ apart from being considerate of your target audience,
what will make them read the work is its content and
meaning.
IV. HYPERTEXT
● a nonlinear way of showing information.
● a link from a hypertext file or document to another
location or file, typically activated by clicking on a
highlighted word or image on the screen that is
normally underlined in blue color.
● innovation of technology — brings recent
developments in reading.
● In reading with hypertext :
一 the reader is given more suppleness and
personalization because he gets to select the
order in which he reads the text and focus on
information that is relevant to his background
and interests.
一 consequently, he can create his own meaning
out of the material.
i. 3 BENEFITS OF HYPERTEXT
○ Hypertext promotes discourse.
○ Hypertext can be made as a concerted medium, and it
makes possible forms of collaboration that emphasize
the social construction of the meaning.
○ Hypertext can be used in nearly any
computer-facilitated classroom.
ii. EXAMPLES
○ William Shakespeare was known for his sonnets.
○ Simala Shrine is in Cebu.
V. INTERTEXTUALITY
● the modeling of a text’s meaning by another text.
● this view recognizes that the text is always influenced
by previous texts.
3 BENEFITS OF INTERTEXTUALITY
○ We can widen our knowledge.
○ We can view different texts and different perspectives.
○ We can be more certain of what we know
● 3 TYPES OF INTERTEXTUALITY :
i. OBLIGATORY INTERTEXTUALITY
○ when the writer deliberately involves a comparison or
association between two or more text.
○ this relies on the reading or the understanding of a prior
hypo text, before full comprehension of the hypertext
can be achieved.
○ for example, the music video for "Love Story" by Taylor
Swift uses of a lot of imagery from the Romeo and
Juliet - a classic novel, including the sets and
costumes.
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 ii. OPTIONAL INTERTEXTUALITY
○ it is possible to find connection to multiple texts of a
single phrase, or no connection at all.
○ the intent of the writer is to pay homage to the 'original'
writers, or to reward those who have read the hypotext.
○ has a less vital important on the significance of the
hyperlinks.
○ it is impossible, but not essential relationship that if, the
connection will slightly shift the understanding of the
text.
○ rhe use of optional intertextuality may be something as
simple as parallel characters or plotlines.
○ for example :
1. J.K. Rowling's Harry Potter series shares many
similarities J. R. R. Tolkien's Lord of the Rings
trilogy.
2. the setting, costume, characters of the Netflix
series "Stranger Things" is comparative to 'Star
Wars' series.
iii. ACCIDENTAL INTERTEXTUALITY
○ readers often connect a text with another text cultural
practice or a personal experience without there being
any tangible anchor point within the original text.
○ usually happens when reading a book or viewing a film,
a memory will be triggered in the viewer's mind.

— end of 3rd quarter —

rai — page 10