English - Reading and Writing Grade11 - Q3 - 2022 2023

SENIOR HIGH SCHOOL
Reading and Writing

Quarter 3/Module 1
Compare and Contrast Patterns
of Written Texts Across
Disciplines
Lessons 1-8
DO_Q3_Reading and Writing_Module1_Lessons1-8)

i (DO_Q3_RAW_G11_MODULE1_LESSON1&2)
RESOURCE TITLE: Reading and Writing
Alternative Delivery Mode
Quarter 3 – Module 1
Revised Edition, 2022
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education

Secretary: Sara Z. Duterte-Carpio
Under Secretary: Diosdado M. San Antonio
Development Team of the Module
Authors: Myron Willie III B. Roque, Katherine Libante

Vilma C. Bandola, Deody S. Fabroa
Justine Dionisio
Content Editors: Shammy-Rose V. Santiago, PhD

Ramona A. Villanueva, EdD
Myron Willie III B. Roque, MAED
Language Editor: Marwin A. Tatoy, Myron Willie III B. Roque
Illustrator: Nathaniel D.C. Del Mundo
Layout Artist: Myron Willie III B. Roque, Reynante B. Saldivar, Raphael A. Lopez
Management Team: Meliton P. Zurbano, Division Superintendent (SDS)
Filmore R. Caballero, CID Chief
Melvin Willy B. Roque, PSDS, OIC LRMS
Dr. Winnie F. Tugade, EPS - English and Journalism
Printed in the Philippines by ________________________
Department of Education – National Capital Region – SDO VALENZUELA
Office Address: Pio Valenzuela St., Marulas, Valenzuela City

Telefax: (02) 292 – 3247
E-mail Address: sdovalenzuela@deped.gov.ph
ii (DO_Q3_RAW_G11_MODULE1_LESSON1&2)
SENIOR HIGH SCHOOL
Reading and Writing

(LEARNING AREA)
Quarter 3/Module
(QUARTER NUMBER) 1
Lesson 1 to 2
(MODULE NUMBER)
Reading and Thinking
Strategies Across Text Types
iii (DO_Q3_RAW_G11_MODULE1_LESSON1&2)
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.
In addition to the material in the main text. Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not Put Unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
iv (DO_Q3_RAW_G11_MODULE1_LESSON1&2)
This module also aims to enhance your skills in analyzing the
components of narratives and expositions as well as to appreciate the
importance of knowledge of text structure in reading comprehension.
MOST LEARNING COMPETENCIES: (MELCS)

- Describes a Written Text as Connected Discourse (EN11/12RWS-IIIa-1)
After going through this module, you are expected to:
1. describe written text as connected discourse;
2. observe text as connected discourse by writing a paragraph and ads;
and,
3. identify the types of discourse.
Pre-Assessment
Directions: On your notebook, write YES if the statement describes a text;
otherwise, NO.
______1. Texts need to be well-woven to serve their purpose.
______2. Written communication could be a type of speech immersed in life
______3. Texts aren’t bound up with the notion of communicative situation.
______4. Linguistic accounts of the sentence is extended to discourse.
______5. Transitional words and other similar devices.
______6. Discourse is often joined together by appropriate conjunctions or other
connectives.
______7. Discourse is any stretch of language larger than a sentence.
______8. A text is an extended structure of syntactic units.
______9. Discourse markers are sentences that give us little messages to assist
us comprehend a text or to know how the speaker or writer feels.
______10. A conversation involves a variety of participants, a minimum of two,
who express their individual thoughts and emotions through spoken
words.
1 (DO_Q3_RAW_G11_MODULE1_LESSON1&2)
Lesson Reading and Thinking Strategies
1&2 Across Text Types
You've done these many times. You've heard it for years. You've stepped
through examinations and attempted your best to answer them. What is Reading?
Reading is a procedure of significant development through collaboration of

reader, text, and set that includes word acknowledgment, perception, familiarity, and
inspiration. A reading entry can be connected to a composing exercise by having
understudies look at the arrangement of commas, full stops, question marks, and
rearranged commas in discourse writing.
Writing is the "flipside" of reading, that is, the point at which we compose, we
read. Another method of associating reading with writing is through content change
works out. These give practice in communicating a similar thought in various styles
of composing, as per the crowd, that should be formal or personal and the capacity
or motivation behind the correspondence.
Directions: Read and understand the written text and answer the questions that
follow. (use a separate sheet of paper for your answers)
Our little store rose right up from the sidewalk; standing in an exceedingly
street of family houses, it alone hadn’t any yard before, any tree or flower bed. It had
been a clear frame building covered over with brick. Above the door, a touch railed
porch ran across on an upstairs level and four windows with shades were searching.
But I didn’t catch on to those. Running in out of the sun, you met what seemed total
obscurity inside. There were almost tangible smells- licorice recently sucked in a
child’s cheek, pickle brine that had leaked through a paper sack in a very fresh trail
across the wooden floor, ammonia-loaded ice that had been hoisted from wet crooker
sacks and slammed into the icebox with its sweet butter at the door, and maybe the
smell of still un trapped mice.
1. What type of written text is the example above?

______________________________________________________________________________
2. How does the author express his concept or process in writing?

______________________________________________________________________________
3. Using another genre, how else can one present the same concept?
___________________________________________________________________________________
A spoken language that is used in continuous sequence of sounds, just like
in normal conversations is a Connected speech, also known as “Connected
discourse”. Text is defined in Linguistics as “a stretch of language which is perceived
as a purposeful connected whole. A text is also spoken or written, produced by one
person or more, and is made by text-internal cohesion and text-external coherence.
Some linguists interchangeably use the term text with discourse.
A poem, an essay and a play are samples of texts which are available in various
forms and length. Moreover, a text isn’t a grammatical unit, but a product of
communication or piece of language whose shape is motivated by its semantic
purposes and pragmatic roles. Similarly, discourse is defined in linguistics as “any
stretch of language larger than a sentence, whether spoken or written, and having a
logically consistent and unified structure”.
Guided Activity #1:
To achieve a unified text, one must consider the flow of ideas such that link is
established within the text. Consider the task given.
Target Language use Setting: Taking orders in a restaurant

Directions: Match the questions (1-8) with the responses in (A-H).
1. Are you ready to order?
_________________________________________________________
2. Would you like any dessert?
_________________________________________________________
3. Anything to drink?
_________________________________________________________
4. How would you like your hamburger?
_________________________________________________________
5. What pasta would you like to add?
_________________________________________________________
6. What kind of ice cream do you have?
_________________________________________________________
7. Are you enjoying the dish tonight?
_________________________________________________________
8. What else would you like?
_________________________________________________________
A. I’d like some spaghetti. E. Vanilla, chocolate and strawberry

B. Yes, so much F. Yes, I’d like an egg salad sandwich
C. Yes, please G. Just a glass of water
D. A bowl of soup H. Leche flan, please
Text is defined in Linguistics as “A stretch of language which is perceived
as a purposeful connected whole. A text is also spoken or written, produced by
one person or more, and is made by text-internal cohesion and text-external
coherence. Some Linguists use the term text interchangeably with discourse.”
A poem, an essay and a play are samples of texts which are available in
various forms and length. Moreover, a text isn’t a grammatical unit, but a
product of communication or piece of language whose shape is motivated by its
semantic purposes ad pragmatic roles. Similarly, discourse is defined in
linguistics as “any stretch of language larger than a sentence, whether spoken
or written, and having a logically consistent and unified structure.
Classification of Examples
Meanings
Discourse
A research paper on the causes
A form of discourse that serves to and effects of global warming; an
Exposition explain or inform; it appeals to article on child labor and child
the intellect. abuse
A form of discourse that serves to A student’s description of his

describe or state the qualities or ideal teacher; a descriptive article
Description on a festive celebration of a
characteristics of something/
someone it appeals to the senses. town’s patron saint.
A narrative account of a
A form of discourse that serves to student’s near-death experience;
Narration narrate or tell a story; it appeals a fictive story about an
to the emotions. encounter with a supernatural
being.
A form of discourse that serves to An essay on military action; a

Argumentation argue or to persuade, to convince commercial endorsing a product.
or take an action.
Literary Discourses
A type of literary conversation I marvel how nature could ever
which focuses on the expression find space for so many strange
of feelings, ideas, imaginations, contacts in human face. There’s
events and places through thought and no thought, and
Poetic
specific rhymes and rhythms. It there’s paleness and bloom and
makes use of common words in bustle and sluggishness,
appealing ways to present pleasure and gloom.
feelings and emotions.
It does not involve the
presentation of facts or the
motivating of others. Rather, it is Academic essays and diaries
Expressive
a reflection of our emotions
which form the foundation of our
expressions.
In conversation, utterances may be in the form of words, phrases,
clauses, sentences or even paragraphs. To understand one another and to
ensure a smooth flow of conversation, the spoken words must have
connectedness. The change or shift in topic is simply marked by transitional
words. In the same manner, transitional devices are used to show the
relationship or connection between ideas in sentences and paragraphs. With
the use of the transitional words, a written discourse or text is shown as a
connected discourse.
And, also, besides, moreover, furthermore, in

Additive words
addition, additionally, too
As well as, at the same time, equally important,
Equivalent words
likewise, similarly
As, for example, for instance, in fact, like,
Amplifying words
specifically, particularly, such as, to illustrate
Alternative words Either/or, neither/nor, other than, otherwise
Repetitive words Again, to repeat, to reiterate, in other words, that is
But, however, despite, in spite of, even though, on
the contrary, on the other hand, nevertheless,
Contrastive and Change words
regardless, rather than, still, though, whereas, while,
yet
Conditional words If, provided that, unless, in the event that
Above all, indeed, more important, more importantly,
Emphasizing words
of course
Finally, first, firstly, second, secondly, third, thirdly,
Sequential words
last, lastly, then
Afterwards, meanwhile, at the meantime, before,
Temporal words after, formerly, previously, later, next, finally,
ultimately, subsequently, until
Briefly, for these reasons, in conclusion, to conclude,
Summative/ Summarizing words
to end, to sum up, to summarize, in short
Because, because of, due to, out of, in as much as,
Causative words
since, for this reason
Therefore, hence, thus, as a result, as a
Consequential words
consequence, so, consequently, accordingly
Activity # 1
Directions: Identify the kind of discourse used in the following paragraphs. (use
a separate sheet of paper for your answers)
1. "The idiosyncrasy of this town is smoke. It rolls sullenly in slow folds from the
great chimneys of the iron-foundries, and settles down in black, slimy pools
on the muddy streets. Smoke on the wharves, smoke on the dingy boats, on
the yellow river--clinging in a coating of greasy soot to the house-front, the
two faded poplars, the faces of the passers-by. _________________________
2. A 32-year-old woman who was upset over an argument she had with her
husband proceeded to drink two bottles of wine and then get behind the wheel
to buy a third. She took their lives in less time than it takes to say, “Cheers.”
If alcohol was banned, there would be a reduction in violent crimes and a
diminished number of vehicular manslaughter cases. More to the point, the
ever-popular Abigail would still be alive. _________________________
3. "July 1950. I may never be happy, but tonight I am content. Nothing more
than an empty house, the warm hazy weariness from a day spent setting
strawberry runners in the sun, a glass of cool sweet milk, and a shallow dish
of blueberries bathed in cream. When one is so tired at the end of a day one
must sleep, and at the next dawn there are more strawberry runners to set,
and so one goes on living, near the earth. At times like this I'd call myself a
fool to ask for more . . . _________________________
4. “We met very early at our office this morning to pick out the twenty-five ships
which are to be first paid off. After that to Westminster and dined with Mr.
Dalton at his office, where we had one great court dish, but our papers not
being done we could [not] make an end of our business till Monday next. Mr.
Dalton and I over the water to our landlord Vanly, with whom we agree as to
Dalton …” _________________________
5. Coronavirus disease (COVID-19) is an infectious disease caused by a newly

discovered coronavirus. Most people infected with the COVID-19 virus will
experience mild to moderate respiratory illness and recover without requiring
special treatment. Older people, and those with underlying medical problems
like cardiovascular disease, diabetes, chronic respiratory disease, and cancer
are more likely to develop serious illness. _________________________
Activity # 2
Directions: Choose one tourist spot. Observing text as connected discourse,
write a short paragraph about chosen tourist spot. (use a separate
sheet of paper for your answers)
Activity # 3: Let’s Create!
Target Language Use Setting: Welcoming the guests and bringing them to
historical sites in the country
Target Language Use Task: Writing a script that details the descriptions and
significance of historical sites to be visited
Directions: Write a script that welcomes the tourists for an educational tour.
Also, provide descriptions and historical significance of every place to be visited.
Refer to the rubric to be discussed by your teacher.
The Tourist Guide’s Script

You are a newly hired tourist guide in Sojourners’ Travels and Tours. Your
first assignment is to welcome the 20 delegates from Chinju University in Korea.
These tourists are on educational tour. You need to take them to different sites
within the Philippines. Your task is to write a script that provides the details of
your welcoming them as well as the descriptions and historical significance of
every place to be visited.
Directions: Based on what you have learned from the discussions had, complete
the concept map.
Connected
Discourse
Classification of Literary
Discourses Discourses
Directions: Write a three-paragraph speech on how you value education. Use
a separate sheet of paper.
Post-Assessment
Directions: As you go deeper into the nature and classification of written text
as connected discourse, identify what is being asked in the
following. Write the letter of the correct answer on a separate sheet
of paper.
1. This type of writing tries to persuade the reader to think about something in
a new way or to take a certain action.
A. Exposition B. Argumentation C. Narrative D. Description
2. This type of writing explains things.

3. This type of writing tells a story

4. This type of writing uses the five senses to give specific details to the reader
5. You have written an article on “How to find the Best Deals while shopping
online.” What type of writing is it?
6. You wake up one morning and are feeling blue. You write a poem to convey
a sense of your feelings or emotions. What type of writing is it?
7. You have just finished writing the great American Novel. What type of writing
is it?
8. It does not involve the presentation of facts or the motivating of others but is
rather a reflection of our emotions which form the foundation of our
expressions.
A. Expressive B. Argumentation C. Narrative D. Description
9. A type of literary conversation which focuses on the expression of feelings,
ideas, imaginations, events and places through specific rhymes and rhythms.
A. Exposition B. Argumentation C. Poetic D. Description
10. You have lived an interesting life so far, so you write your autobiography. What
type of writing is it?
Activity # 1
Directions: Observing text as a connected discourse, write a paragraph about
the Impact and Role of technology during the Pandemic (COVID
19).
(DO_Q3_RAW_G11_MODULE1_LESSON1&2) 10
Pre-Assessment: Guided Activity #1:
1. YES 1. C
2. YES 2. H
3. NO 3. G
4. YES 4. D
5. YES 5. A
6. YES 6, E
7. YES 7. B
8. YES 8. D
9. NO
10. YES
What’s In Activity:
1. Descriptive Discourse What’s More:
2. The author expressed his concept of Activity #1:
writing through giving description 1. Description
stating the qualities or characteristics. 2. Exposition
3. The concept can be presented through 3. Narration
senses. 4. Poetic
5. Argumentation
What I have Learned: Activity #2:
Answers may vary. Answers may vary.
What I can Do: Activity #3:
Answers may vary. Answers may vary.
Additional Activity:
Answers may vary.
Post-Assessment:
1. B
2. A
3. C
4. D
5. B
6. D
7. C
8. A
9. C
10. C
Filomena T. Dayagbil, Ed.D.- Critical Reading and Writing for the Senior High
School ( 2016 ), LORIMAR Publishing, Inc., Cubao, Quezon City
Ethel L. Abao, Ed.D. - Critical Reading and Writing for the Senior High School (
2016 ), LORIMAR Publishing, Inc., Cubao, Quezon City
Remedios C. Bacus, Ed.D. - Critical Reading and Writing for the Senior High
School ( 2016 ), LORIMAR Publishing, Inc., Cubao, Quezon City
Jesus Z. Menoy – Reading and Writing Skills ( 2016 ), Books Atbp. Publishing
Corp., Mandaluyong City
Guia F. Constantino – Reading and Writing Skills ( 2016 ), Books Atbp. Publishing
Corp., Mandaluyong City
Sylvia Plath, The Unabridged Journals of Sylvia Plath, ed. Karen V. Kukil. Anchor
Books, 2000). Retrieved from https://www.thoughtco.com/diary-
composition-term-1690390
Retrieved from Free hub sponsored https://literarydevices.net/discourse/
SENIOR HIGH SCHOOL
Reading and Writing

(LEARNING AREA)
Quarter 3/Module
(QUARTER NUMBER) 1
Lesson 3 to 4
(MODULE NUMBER)
Techniques in Selecting and
Organizing Information
This module is made to guide and engage you in different techniques in
selecting and organizing information. Further, you will expose with different
exploratory learnings and activities that will help you to thoroughly understand and
appreciate the various techniques in selecting information.
Module 2 focused on organizing information such as brainstorming list,

graphic organizer, topic outline, and sentence outline. It targets to broaden and
excavate your understanding in elaborating and connecting information towards a
certain topic. By comprehending and discussing, it will expand your critical and
creative thinking, your sense of what is possible, and your ability to connect with the
text.
CONTENT STANDARD:
The learner recognizes that communicative competence requires understanding
of speech context, speech style, speech act and communicative strategy.
PERFORMANCE STANDARD:
The learner demonstrates effective use of communicative strategy in a variety
of speech situations
LEARNING COMPETENCIES: (MELCS)

- Distinguishes between and among techniques in selecting and organizing
information (EN11/12RWS-IIIa-1)
Pre-Assessment
Directions: Read each questions carefully. Choose your answer on the box
provided below. (use a separate sheet of paper for your answers)
Note: Take note of the items you were not able to answer correctly and use it
as your guide as you go through this module.
______________1. These are approaches or methods that can use to organize the
information and improve one’s writing ability.
______________2. Gathering different ideas and conclusion through students’
collaboration.
______________3. A technique known as concept or knowledge map. It is
composed of different tools in communication such as visual
symbols.
______________4. It shows associations between two or more ideas and are
linked by words to describe their connection.
______________5. A technique that requires you to write spontaneously
disregarding errors in spelling and grammar. It is writing all
the ideas in your mind in connection to the given topic.
______________6. These are visual representations of ordered information that
focused on the central idea backed up by linked topics.
______________7. Used to identify similarities and differences between two or
more concepts.
______________8. This serves as a general plan of one’s writing plan. It is
classifying information and establishing its connection to the
topic or subject.
______________9. A strategy that uses six (6) viewpoints to examine a certain
topic or idea.
______________10. It is also known as clustering and webbing. It involves jotting
down details and ideas and making connections by
associating each similarly themed idea.
Techniques Brainstorming Mind Maps Venn Diagram

Graphic Organizer Concept Map Outline Cubing
Free Writing Mapping
Lesson Techniques in Selecting and

3-4 Organizing Information
Bridging What You Know:

Directions: After answering the pre-assessment part, let’s connect what you
know by viewing a short video clip about organizing techniques.
Click the link below to access the video clip and answer the guide
questions. (use a separate sheet of paper for your answer)
https://m.youtube.com/watch?v=C0JpKU0kn54
Guide Questions:
1. What is the importance of organizing and selecting information?
2. What are the different techniques in organizing information?
3. Choose at least two (2) techniques and define each.
Continuous Learning
Directions: Going back on the video clip that you have watched about the different
techniques in selecting and organizing ideas? Which among the
mentioned techniques were you able to use and apply to your daily life
as a student? Write a short narration on your experiences. (use a
separate sheet of paper for your answer)
What is Technique?
It is a method or approach that a writer may use in organizing and unifying

information collected. It is a way to complete one’s writing piece and to improve one’s
writing craft.
What is the importance of Selecting and Organizing Information?
a. Specific ideas d. Well written piece

b. Unified information e. Least important details will be avoided
c. Avoidance of confusion f. Help writers to expand a topic
Techniques in Selecting and Organizing Information

What are the different techniques in selecting and organizing information?
A. Brainstorming List
• A technique commonly used by group of people to Q&A CORNER:

share and provide a various wide range of ideas in 1. What is
connection to a certain topic brainstorming list?
• Used in an individual or group activity. 2. What are the steps in
• The term was interpreted by Alex Faickney Osborn. brainstorming?
He invented this technique way back 1953. 3. What are the benefits
• Efforts are made to make a solution to a particular of brainstorming?
problem.
BRAINSTORMING RULES: BRAINSTORMING BENEFITS:

a. Build each other’s ideas. a. Developing a sense of
b. Aim to achieve many quantities of collaboration.
b. Expanding one’s perspective and
ideas.
view.
c. There should be no criticism c. Changing the mindset with one
among team/group members. focused.
d. Sharing one’s idea.
STEPS IN BRAINSTORMING: LEVEL UP!
a. Explain the topic.
b. Set time limit. For better understanding of the
c. Encourage members to share lesson, watch this 4-minute video clip
their ideas. about “Brainstorming Done Right” on
d. Record and write the ideas given. youtube:
e. Choose and clarify all the ideas https://m.youtube.com/watch?v=9K
recorded. 8W4ooygUU
Brainstorming is very effective and useful in generating ideas for two reasons:
a. It produces a large quantity if ideas.
b. It generates a large variety of different ideas pertaining to the topic.
Quick Exercise 1:
• Directions: With your groupmates, think of ideas you can associate with the
topic “MUSIC”.
B. Graphic Organizer
• It is also known as knowledge map, advance organizer, concept map, or

diagram.
• It is a tool to communicate using various symbols to express ideas, concepts,
and thoughts.
• Its main purpose is to provide a clear visual aid to facilitate instruction and
learning.
• It eases the writer to expand and associate different ideas to a given topic
using this technique.
Types of Graphic Organizer
1. Concept Map
- It illustrates relationships between two or more concepts, and it is linked by
words to characterize and describe relationships.
Why should you use a concept map?

- It helps to organize new ideas and information.
- It helps to make meaningful connections between the main idea and other
supporting information.
- It is easy to construct.
Steps in constructing Concept Map:
Q&A CORNER:
a. Think of the ideas you will include in the concept 1. What is graphic
map.
organizer?
b. Organize your ideas into categories. (Note: you may
include or change other information in this step) 2. What are the
c. Draw your concept map. Start with the circle at the different types of
center for the main idea/topic given. Use lines or graphic organizer?
arrows on the map to connect and represent how 3. What is the
ideas are connected to one another. difference between
d. Limit the number of information/ideas to avoid graphic organizer and
confusion and include essential and meaningful
brainstorming list?
information only.
Sample Concept Map:
2. Venn Diagram
- It shows similarities and differences between two or more concepts.
- It is a great tool for showing comparison and contrast between two or more
objects, people, etc.
Steps to construct a Venn Diagram:

- Draw two or three large circles and write each circle a title you are comparing.
- In the areas outside the overlapping part, write all the specific
traits/characteristics of the particular person or object.
- Inside the overlapping area, write all the traits/characteristics both the
objects have in common. These are their similarities.
Sample Venn Diagram:
Quick Exercise 2:
• Directions: Using Venn diagram, distinguish the similarities and differences

between the concepts: reading and writing.
3. Flowchart
- It shows a series of steps or events in the order they will take place. It can be
used in outlining events in stories or illustrating a procedure or process.
More about Flowchart:

- It helps in clarifying complex steps.
- It serves as a basis for designing new processes.
- It is used to define a process or project to be implemented.
- It plays an important part in displaying information and assisting reasoning.
- It shows and represents steps in sequential order using shapes such as boxes
of various kinds and connecting them with arrows.
Flowchart Symbols:
- Flowchart has various shapes with different conventional meanings. The more
common shapes are as follows:
a. Start/End or Terminator represents the starting or ending

point.
b. Process indicates some particular operation.
c. Decision represents a decision or branching point. It

indicates different possible situations, leading to different
sub-processes.
d. Flow lines represent the direction of a process and flow of the
sequence.
e. Data (Input/Output) represent any type of data in a
flowchart.
Sample Flow Chart:
C. Outline
- It is a general plan for your composition.
- Classification of information and association to the topic is a must in using
this technique.
- From the information formulated, provide main and subheadings parallel to
the structure/topic.
Why should you use an outline?

LEVEL UP!
- It is an ordered list of the main points in an essay. For better
- It helps to organize and broaden a topic, subtopic, understanding of the
supporting evidence, and conclusion. lesson, watch this 3-
- It is an effective technique that allows you to visualize minute video clip
ideas and to thoroughly plan the essay. about “Writing an
Outline” on youtube:
https://m.youtube.c
Before you Outline…
om/watch?v=NAwm
a. Start with your thesis statement: Plan your essay EV-aWIY
ahead of time. Read and search for materials about
your topic and write a working thesis statement.
b. Purpose of your essay: What lesson do you want to impart to your readers?
Why did you choose those ideas? What do you want your audience to
understand? Why did you focus on that idea?
c. Define the audience of your essay: Know your audience so that you can
focus on the content of your paper.
Two Types of Outline:

1. Topic Outline – a type of outline that is made of single word or parallel
phrases.
2. Sentence Outline – a type of outline that is made of sentences starting from
the heading down to the last.
Two Formats of Outlining:
1. Number-Letter Format
- use of number than letter in an outline
- start with Roman Numeral “I” for the heading, subheading, and supporting
details
- use letter “A” and Arabic number for subheadings
Example:
I. Main Heading
A. Subheading
1. Supporting Details
II. Main Heading
A. Subheading
a. Example
2. Decimal Outline Format
- makes use of decimal numbers instead of numbers-letters
- start with Arabic number instead of Roman Numerals
- start your subheading with number 1.1, and so on
Example:
1. Main Heading
1.1 Subheading
1.1.1 Supporting Details
2. Main Heading
2.1 Subheading
2.1.1.1 Example
ACTIVITY #1: State the Differences

Directions: Differentiate the three techniques in selecting and organizing
information by writing at least 4 salient features and characteristics of
each. (use a separate sheet of paper for your answer)
BRAINSTORMING GRAPHIC TOPIC AND SENTENCE

LIST ORGANIZER OUTLINE
ACTIVITY #2: Let’s Apply It

Directions: Choose any technique in selecting and organizing information and write
something informative about the topic “2020”.
ACTIVITY #3: Time to Write

Directions: Write a SENTENCE OUTLINE about the given topic below:
TOPIC: PHILIPPINES
I. Introduction:
Thesis Statement:
II. Body
Topic Sentence 1:
A.
B.
Topic Sentence 2:
A.
B.
Topic Sentence 3:
A.
B.
III. Conclusion:
It is now time for us to measure your learnings on all the discussions had
about different techniques in selecting and organizing information.
Guide Questions:
1. In what way does selecting and organizing information help you in writing?
2. What are the unique features of:
- Brainstorming list
- Graphic Organizer
- Outline
3. What are the benefits of using these techniques?
4. Which among the given techniques you like the best and why?
Activity #1: Flowcharting

Directions: Make a simple flowchart showing the steps/ process on how to write
an essay. (use a separate sheet of paper for your answer)
Activity #2: Let’s Level Up

Directions: Revise and finalize your flowchart. Afterwards, create a short video clip
explaining the steps and process of your output.
Post-Assessment
Directions: On a separate sheet of paper, write the letter of the best answer.
1. It is a technique commonly used by group of people to share and provide a
various range of ideas in connection to a certain topic.
a. Brainstorming c. Sentence and Topic Outline
b. Outline d. Graphic Organizer
2. Its main purpose is to provide and give a clear visual aid to facilitate
instruction and learning.
3. Who interpreted and popularized the term brainstorming?
a. Albert Bandura c. Alex Faickney Osborn
b. Jean Piaget d. Sigmund Freud
4. It shows similarities and differences about a certain topic.
a. Mind Maps and Webs c. Concept Map
b. Venn Diagram d. Flow Diagram or Sequence Chart
5. It shows a series of steps or events in order. It can be used in outlining events
in stories, or illustrating a procedure or process.
a. Mind Maps and Webs c. Concept Map
b. Venn Diagram d. Flow Diagram or Sequence Chart
6. It has main and subheadings parallel to the structure/topic. It shows a
general plan of your writing piece.
7. Starts with Roman Numeral for the heading, subheading, and supporting
details. It also uses numbers than letters in an outline.
a. Number Format
b. Number-Letter Format
c. Decimal Format
d. Decimal Outline Format
8. It starts with Arabic number instead of Roman Numerals.
a. Number Format
b. Number-Letter Format
c. Decimal Format
d. Decimal Outline Format
9. It is a type of outline that is made of sentences starting from the heading
down to the last.
a. Topic Outline c. Story Outline
b. Essay Outline d. Sentence Outline
10. Which of the following is the benefit of brainstorming?
a. It aids to expand one’s own perspective and view about the topic.
b. Shows origin, events, and influences during a specific time of the topic.
c. Focuses on the heading and subheadings as a way of expanding the topic.
d. Involves symbols, word choices, and visual aids presented in the topic
being examines.
Directions: Compare and contrast the three techniques in selecting and

organizing information and ideas using Tri Venn Diagram. (use a
separate sheet of paper for your answer)
Pre-Assessment: What’s More:
1. Techniques Activity #1: State the Difference
2. Brainstorming Answers may vary…
3. Graphic Organizer
4. Concept Map Activity #2: Let’s Apply It
5. Free Writing Answers may vary…
6. Mind Maps
7. Venn Diagram Activity #3: Time to Write
8. Outline Answers may vary…
9. Cubing
10. Mapping
What’s In Activity: Bridging What you Know
1. Answers may vary. Additional Activity:
2. Answers may vary. Answers may vary…
3. Answers may vary.
Continuous Learning:
- Answers may vary…
What I have Learned:
1-4: Answers may vary…
What I can Do:
Activity #1: Flowcharting
Answers may vary…
Activity #2: Let’s Level Up
Answers may vary…
Post-Assessment:
1. A
2. D
3. C
4. B
5. D
6. B
7. B
8. D
9. D
10. A
Muzio, Ed. Brainstorming Done Right! 30 November 2011.
https://m.youtube.com/watch?v=9K8W4ooygUU
Fante, Kristen. Graphic Organizers. 12 April 2016.

https://m.youtube.com/watch?v=mNFk9AQhKAA
Learning Bites. Writing an Outline. 6 March 2017.

https://m.youtube.com/watch?v=NAwmEV-aWIY
Techniques in Selecting and Organizing Information. 14 May 2019.

https://m.youtube.com/watch?v=C0JpKU0kn54
University of North Carolina at Chapel Hill. The Writing Center. 2020.

http://writingcenter.unc.edu/tips-and-tools/brainstorming/
Techniques in Organizing Information.

https://www.slideshare.net/mobile/techniques-in-organizing-
information
Reading Lesson 3 Selecting and Organizing Information.

https://www.slideshare.net/mobile/readinglesson-3-selecting-and-
organizing-information
SENIOR HIGH SCHOOL
Reading and Writing

(LEARNING AREA)
Quarter 3/Module
(QUARTER NUMBER)1
Lesson NUMBER)
(MODULE 5 to 6
Patterns of Written Texts
Across Disciplines
This part of the module aims to assist you promote effective reading and
writing by engaging yourselves in different activities to develop essential skills
for proficiency. Lesson 5 & 6 contains range of activities for you to utilize that
can help you effectively hone your reading and writing skills.
CONTENT STANDARD:
The learner will be able to realize that information in a written text may be
selected and organized to achieve a particular purpose
The learner will be able to critique a chosen sample of each pattern of
development focusing on information selection, organization, and development.

1. Compare and contrast patterns of written texts across disciplines
(EN11/12RWS-IIIbf-3)
This module is intended to help students understand the distinct

differences of reading texts in various disciplines in terms of style, content, and
format.
After going through this module, learners are expected to:
1. Identify the patterns of written texts across disciplines; and,
2. Describe the salient features of patterns of written texts across disciplines
Pre-assessment
Directions: Match the terminology in column A with its corresponding
definition in column B. (use separate sheet of paper for your
answer)
Note: Take note of the items that you were not able to answer correctly and
look for the right answer as you go through lesson 5&6.
Key Terms (COLUMN A) Definition (COLUMN B)

1. Narration a. It presents facts to create an accurate
timeline of events. Doctors used this type
of writing to document a patient’s history.
2. Description b. It develops a general statement – the topic
sentence with one or more concrete
examples. Not only do these examples
3. Definition
illustrate and explain the topic sentence, but
they also make your writing more interesting
4. Exemplification and more convincing.
c. It traces the results of an event or describes
the reasons an event happened. It is clearly
5. Classification organized and gives precise examples that
support the relationship between the
concepts given.
6. Comparison and
Contrast d. It expresses ideas and feelings about real or
imagined people, events, and ideas. It uses
precise language and sensory expressions to
7. Cause-and-Effect create vivid images and figurative language to
express ideas in new, fresh, and interesting
ways.
e. It is a writing strategy which involves
8. Problem-Solution presenting a position or standpoint which is
a product of careful research and supported
with valid claims to change the attitudes or
behavior or others.
9. Persuasion
f. It is used in explaining unfamiliar terms. It is
also used to tell the parts of something and
explain the derivation of a word or an
10. Objective Narration expression.
g. It is a basic strategy used by writers in
presenting action. It is used in telling a
story or stating a certain idea, scenarios
or even experiences
h. It explores similarities and differences
between two or more things for a specific
purpose.
i. It is used to organize a subject into categories
and explains the category into which an item
falls.
j. It is a writing strategy which arranges the
ideas from the discussion of the problem of
concern to the outlining of the solutions.
Lesson Patterns of Written Texts Across
5-6 Disciplines
According to Francis Bacon, “Writing makes an exact man.” Why exact? The
reason is obvious, writing entails a lot of preparation: gathering of materials,
selecting and organizing ideas which should be exact to the writer’s purpose in
writing. When a writer sits down to write a paragraph, he or she already has an
idea or purpose in mind.
These two variables determine the patterns of developing his piece of writing.
Usually, the selection of pattern is unconscious. For instance, he would not think,
“I’ll write a paragraph of persuasion.” Rather, he or she would first decide to
convince people of the need to conserve natural resources, and then he would
write a paragraph of persuasion. You can control your paragraphs more
successfully if you are familiar with the patterns of developing a paragraph and
these patterns are discussed in this module
Guide Questions:
1. What happened to you yesterday?
2. Why was there a massive flooding the other day?
3. How do you think the government will solve the problem of heavy traffic?
Process Questions:
1. How did you answer question number 1?
2. What did you discuss when you gave the answer to question number 2?
3. In question number 3, how did you come up with your answer?
What are genres as types of writing?
Genres have also been considered as types or categories of writing, namely,

narrative writing, descriptive writing, expository writing, persuasive writing, and
writing for media. Each genre has subcategories or forms; each form or category
has a specific purpose and specific characteristics. Some writers call them types;
others call them processes. For our purpose, we shall call them patterns.
•Narrative, Descriptive, Definition
1
A. Narrative Writing
Narrative writing tells a story. A story told from one’s imagination is a

fictional narrative. A story about actual events is a non-fictional narrative. It
contains action verbs and transition words that indicate time or sequence. The
following are some transition words used to signal time or sequence order:
• First, second, etc.
• After, next, then, eventually, soon
• Meanwhile, a short time later
• During, at the same time, simultaneously
• Suddenly, instantly, momentarily
• The next day, following, thereafter
• In the end, ultimately
Forms of Narrative Writing
Fictional narratives are literary texts that tell a story about imagined
people, events, and ideas. The different forms of fiction narratives contain literary
elements such as character, setting, a sequence of events, and a theme. They have
well-developed conflict and resolution, interesting and believable elements, and a
range of literary strategies
Non-fiction narratives are any kind of literary text that tells a story about
real people, events, and ideas. The different forms of non-fiction narratives include
well-developed conflict and resolution, interesting, and believable characters, and
a range of literary strategies such as dialogue and suspense.
B. Descriptive Writing
Description gives information of what a person, an object, a place, or a
situation is like. It appeals to the reader’s senses; it makes the reader see, hear,
taste, smell, or feel the subject.
A descriptive paragraph has concrete and specific details, which are

carefully chosen by a writer to paint a picture in the mind of the reader. Literary
analyses, descriptive essays, business plans, lab reports, and research papers are
some examples of writing genres that use descriptive paragraphs.
Descriptive writing expresses ideas and feelings about real or imagined

people, events, and ideas. It uses precise language and sensory expressions to
create vivid images and figurative language to express ideas in new, fresh, and
interesting ways.
C. Definition Writing
Definition explains a concept, term, or subject. Its main purpose is to tell
what something is. It consists of three parts: (1) the term, concept, or subject to
be defined; (2) the general class to which it belongs, and (3) the characteristics
that differentiate it from the other members of its class. This pattern of
development is commonly used in the sciences, humanities, and business. It is
used for two major purposes: to explain or to convince.
•Exemplication and Classification

2
A. Exemplification
Exemplification is one of the most common and effective ways to show or

explain an idea or point (e.g., observation, opinion, belief). In this pattern of
development, the main idea is explained by giving an extended example or a series
of detailed examples.
Many writing assignments in various disciplines require the use of

exemplification. Argumentative and exemplification essays, feature articles,
reviews, reports, and case studies often use examples to prove a point.
Because this type of essay addresses the argumentative part, you will need
to choose a subject that resembles a topic that you would expect to see in an
argumentative essay. Look for issues that can easily be adapted for two
argumentative sides. You also want to find topics that are a little hard to address
in everyday conversations and you should be able to back up this info with some
form of argument. Include only straight hard facts in an exemplification essay.
Don't try to talk the reader into your opinion or position; otherwise, you will no
longer be presenting an exemplification essay.
B. Classification
Classification refers to sorting or arranging subjects (e.g., persons, places,

things, ideas) into groups or categories according to their common or shared
characteristic. The subjects can be grouped in many different ways depending on
your purpose. With a purpose in mind, you can determine how to group the
subjects in your list. The group or category should have a single basis of
classification.
•Comparison and Contrast/ Cause and Effect

3
A. Comparison and Contrast
Comparison is to see how two objects or items are alike while Contrast is
to identify their differences. Writers use comparison and contrast not just as a
basic strategy in writing but as a way of thinking and learning. According to a
learning theory, new concepts are readily acquired if their similarities and
differences are established first.
B. Cause and Effect
A Cause is simply “why something happens,” and an Effect is “what

happens.” Together, they can be used as a pattern of development in writing. With
the cause-and-effect pattern, the writer can explain how an event or action leads
to another. Also, it traces the results of an event or describes the reasons why an
event happened. The following words can be used to signal cause and effect:
✓ as a result
✓ accordingly
✓ because of (this)
✓ due to (this)
✓ consequently
✓ hence/therefore/thus
•Problem-Solution and Persuation

4
A. Problem – Solution
A Problem in general is an unsatisfactory situation that causes troubles or

difficulties. Therefore, it needs a Solution, a way to deal with the situation so that
the troubles or difficulties are removed.
In writing across disciplines, the problem-solution pattern of development is

used to deal with topics that pose problems and present solutions in a logical
manner.
B. Persuasion
A persuasive paragraph intends to convince readers to do or believe in

something. Many writing genres such as critiques or reviews, reaction papers,
editorials, proposals, advertisements, and brochures make strong use of
persuasive paragraphs to state opinions and to influence others.
Activity # 1
Directions: Using a Venn diagram, write the similarities and differences of
Narrative, Descriptive and Definition writing. (use a separate sheet of
paper for your answer)
Narration
Definition Description
Activity # 2
Directions: For each of the following topics, think of three different ways the topic
could be classified. (use a separate sheet of paper for your answer)
Note: Example is provided for you to be guided.
Topic: Sports
Classifications: By Type: Physical, Gymnastic, Mental
By number of players: Solo, Two-players (Partners), Team
By Location: City, Countryside, International Venues
Topics:
1. Friends 4. Study Habits
2. Virus 5. University
3. Government
Activity # 3
Directions: Complete the table by writing the significant features and examples
of comparison and contrast and cause and effect paragraph. Find a
partner and exchange ideas regarding your answers. (use a separate
sheet of paper for your answer)
Pattern of
Paragraph Feature(s) Example(s) Explanation
Writing
Comparison and
Contrast
Cause and Effect
Directions: Based on all the discussions had on the different patterns of writing
to improve paragraph. Answer the following questions with what you
have learned. (use a separate sheet of paper for your answer)
1. How would you distinguish narration from description and definition?

2. Why do we have to be detailed in writing a paragraph of classification?
3. What makes a paragraph of exemplification more compelling and convincing?
4. Which pattern of writing could be very appropriate for convincing readers?
Explain your answer.
5. Which of the different patterns of writing are you familiar with? Explain your
answer.
Directions: Search one example for each pattern of writing discussed. Choose a
partner and take turns in reading the texts you have copied or
downloaded. Have a short question-and-answer session on each text.
Note: Your output shall be presented to the class.
Post Assessment:
Directions: Read the questions carefully. Encircle the letter of the best answer.
1. Which of the following statement best describes a definition pattern?

a. It gives information of what something and someone is like.
b. It relates an incident or a series of events.
c. It appeals to reader’s senses.
d. It explains a concept, a term, or a subject.
2. Using this pattern of development, a writer can tell the reader when, where,
and what happened. Which pattern is it?
a. definition
b. persuasion
c. description
d. narration
3. Which pattern of development is appropriate to use in writing the product
specifications of a new smartphone model?
a. narration
b. description
c. elimination
d. definition
4. Identify the pattern of development used in the given paragraph.
“The gray swivel chairs are on display. They have adjustable backrests. With these,
users can easily recline on the chairs and take a quick nap. Also, the chairs are
cushioned with memory foam. This material molds to the user’s body and helps
relieve back pain.”
a. narration
b. exemplification
c. definition
d. description
5. Suppose a witness is making a report on the fire that broke out in a footwear
factory. Which pattern of development can he or she use in writing the report?
a. classification
b. narration
c. comparison
d. description
6. This requires the use of examples to show, prove, or explain a general idea
or point.
a. definition
b. classification
c. comparison
d. exemplification
7. Which pattern of development would best suit a text that aims to discuss the
taxonomy of a group of fossils that were recently discovered by a
paleontologist?
a. exemplification
b. classification
c. process
d. narration
8. Which pattern of development is the best to use in a marketing ad for an art
school?
a. narration
b. persuasion
c. description
d. classification
9. All of the following can be good exemplification essay topics EXCEPT?
a. TV Ads Stereotype Women
b. The different Types of Debates
c. The Need for Gun Control
d. The Negative Impact of Internet
10. Suppose you are the officer who wrote the report. What details can you add to
the report to make it more accurate?
“This station received a phone call about a shooting incident that allegedly happened
along Fireside Avenue of Barangay San Jose of this municipality. Two on-duty officers
of this station together with the investigator on duty went to the scene immediately. In
the scene they found a dead man with gunshots on his head and body. He was found
lying beside a white van with the plate number HEY-789. A witness saw a group of
men wearing black masks, and they opened fire on the victim. -An excerpt from a
police report”
a. You can indicate specific times
b. You can put the names of the shooters
c. You can put the victim’s last whereabouts
d. You can add more adjectives
Directions: Create a portfolio of different patterns of writing. Analyze each text by

following the discussed guidelines in writing an effective paragraph.
Pre-Assessment: Guided Questions:
11. J 1. Answers may vary…
12. F 2. Answers may vary…
13. I 3. Answers may vary…
14. B
15. N Process Questions:
16. L 1. Answers may vary…
17. D 2. Answers may vary…
18. O 3. Answers may vary…
19. G
20. A
What’s In Activity:
4. Answers may vary. What’s More:
5. Answers may vary. Activity #1:
6. Answers may vary. Answers may vary…
Continuous Learning: Activity #2:
- Answers may vary… Answers may vary…
Activity #3:
Answers may vary…
1-5. Answers may vary…
What I can Do:
Answers may vary…
Post-Assessment: Additional Activity:
11. D Performance Task:
12. D Answers may vary…
13. B
14. D
15. B
16. D
17. B
18. B
19. C
20. A
Learn American English Online, Write in English, 10 October 2018.
https://learnamericanenglishonline.com/Write_in_English/WL11_descriptiv
e_paragraphs.html (accessed on 15 June 2020)
Peńa, Andrew Rey, Anudin Ali. Reading and Writing.Quezon City: Vibal Group Inc,
2016
Quipper. Reading and Thinking Strategies Across Text Types. 2020
https://learn.quipper.com/en/topics/57a0b42e07f8aa0f74000ff5/lessons/
1/chapters/1 (accessed on 15, 2020)
Sandagan, Luzviminda. Reading and Writing Skills. Pasay City: JFS Publishing
Services, 2016
Tandoc, Shiella. Reading and Writing skills for Senior High School. Manila:
Mindshapers Co., Inc., 2016
SENIOR HIGH SCHOOL
Reading and Writing

(LEARNING AREA)
Quarter 3/Module
(QUARTER NUMBER)1
Lesson NUMBER)
(MODULE 7 to 8
Properties of a Well-written
Text
Alas! You are now at the last lessons for your Module 1. Lesson 7 to 8
aims to help you be enlightened on the elements that a well – written text has.
Also, these lessons contain range of activities that can help you effectively hone
your reading and writing skills.
CONTENT STANDARD:
The learner will be able to demonstrate understanding and appreciate the
text based on its properties.
The learner will be able to demonstrate understanding and appreciation of:
a. An organization of a text.
b. Coherence and cohesion of the sentences in a paragraph.
c. Language use and the mechanics of the sentence in a paragraph in terms of
grammatical expressions.

1. Identifies the properties of a well-written text: organization, coherence,
cohesion, language, and mechanics (EN11/12RWS-IIIgh-4)
Pre-assessment
Directions: Read and analyze each questions carefully. Choose the letter
which you think best suits the correct answer. (use separate sheet
of paper for your answer)
1. Reading is defined as a process of constructing meaning through the
interactions of several important factors that make each reading act unique.
What are the factors?
a. Reader’s motivation to learn, writer’s expression of ideas, and the context
b. Reader’s language competence, organization of the text, and purpose for
reading
c. Reader’s decoding ability, writer’s cultural background, and the pattern
of organization.
d. Reader’s existing knowledge, information suggested by the written
language, and the context of the reading situation.
2. Schema activation helps readers to bridge the gap between the known and
the new. Which of the following is NOT A good activity for schema activation?
a. brain storming ideas
b. giving a direct instruction
c. previewing a passage
d. constructing a graphic organizer
3. Learning to read English as a second language is influenced by one’s first
language proficiency. This means that_____?
a. First and second language learning are the same in all aspects.
b. The two have totally different sets of semantics and syntax that is why
they are learned independently.
c. Second language learning requires little proficiency in the first language
for the latter might hinder the former.
d. First language proficiency allows the transfer of learning because of the
readers conceptual understanding needed in processing the second
language.
4. “Robert Dela Cruz has been exposed to a rich language environment because
of mature adult models he interacts with at home. As a result, he has come
to have a firm grasp of word meanings in various situations.”
The given scenario simply states that Robert Dela Cruz’s __________________.
a. comprehension will not be affected by word knowledge
b. listening vocabulary is richer than his reading vocabulary
c. reading skills is different from his listening vocabulary skills.
d. knowledge of words in listening to situations will help him comprehend
as he reads printed materials
5. Teacher Paula Gracia includes 4 known words together with 5 new
important words in developing vocabulary knowledge among her students.
She chooses these 4 words based on their relationship to the topic and the
new words she is going to introduce. Which of the following principles of
vocabulary instruction is applied by the teacher?
a. be enthusiastic about content of the language
b. limit the number of words taught in each unit
c. repeatedly models how to determine a word’s meaning in text materials
d. relates new vocabulary words to experiences and concept that students
know
6. Knowledge of text organization guides the reader’s interaction and helps to
determine the important details of selection. The following are the
organizational patterns used in exposition EXCEPT?
a. narration
b. comparison-contrast
c. cause and effect
d. time order
7. The application part of the lesson provides the students a chance to respond
affectively to the learning gained in the classroom. The following are
commendable ways for lesson endings EXCEPT?
a. linking lessons to real-life contexts
b. writing insights on reflection journals
c. answering questions for convergent thinking
d. responding creatively using multiple intelligences
8. The following are all important in conducting a writing workshop EXCEPT?
a. books
b. internet
c. tutor
d. paper and pen
9. Ms. Perfecta collects a variety of samples of her students’ work for different
assignments and purposes. She uses her collection in assessing her
students’ writing across time. Ms. Perfecta is using_______.
a. portfolio
b. chain stories
c. authentic texts
d. topic-based guidelines
10. Organizational strategies are at the heart of constructing meaning. These
are employed during reading as well as after reading. Which of the following
strategies is an important organizational strategy?
a. previewing
b. deriving the main idea
c. regular thinking
d. setting purpose and goal
Lesson
7-8 Properties of a Well-written Text
The 21st century learners are very enthusiastic in learning nowadays and
they are very equipped in terms of multi-media and any accessories related to
reading and writing. Reading is not just a matter of knowing what is written in the
book.
As learners who belong to the 21st century they are somehow expected to be
language literate and can read actively and critically. They are also expected to
easily understand what the text says and means as well as being able to evaluate
its content.
Thus, in the last lessons of this module, we are going to go through different
concepts which will surely be of big help in enhancing your knowledge about what
properties of well-written text should have.
Activity: Fix Me
Directions: Rewrite the paragraph by arranging the sequence of events or actions
below. (use separate sheet of paper for your answer)
The only ingredients you need are bananas, ice cream (any flavor), all kinds
of syrups, and toppings such as chopped nuts, M and M’s, jimmies, and shredded
coconut. If you like exotic foods, then you might enjoy making one of my banana
splits. Next you lay out three scoops of ice cream on the banana slices. To make
this tasty snack, you first slice the banana and put it in a bowl. After the syrup,
you sprinkle jimmies, chopped nuts, and m&m on your dessert. Then (this is the
fun part) you pour lots of syrup on top. “A sweet for the sweet” is an old saying;
making your own banana split gives this phrase new meaning. Now that you have
made your banana split, you have the thrill of eating your creation.
Ethan Kleinberg
What is a Paragraph?
It is a group of related sentences joined together to develop one idea. The

single idea is called the main idea, and the subject matter that deals with is the
topic. The sentence of the paragraph that expresses this main idea is the topic
sentence which is usually found at the beginning or ending of the paragraph.
A paragraph has a coherence if the ideas are organized logically. This means
that the flow of transfer of ideas from one sentence to another is based on sound
thinking or reasoning, say, the order of sentences is based on time, space,
importance, similarities, and differences.
Lexical cohesions are words like nouns, verb, and adverbs used in relation
to one another to contribute to the expression of the macro-function of the
language.
Coherence-Common Transition Order:
1. Chronological Order- The events or actions are arranged according to their

sequence in time.
2. Spatial Order-The presentation of the details depends on where they are

located. So, the reader may consider the details as coming from top to
bottom, from nearest to farthest, from interior to exterior, from the ground
to the roof, or from the roof down to the ground, and so forth.
3. For Order of Importance- The supporting details are arranged according to

how valuable they are to you, the writer. You may begin from the least
important ideas to the most important ones, or you may do it the other
way around. Since this method greatly depends on one’s perception, others
name this method, order of interest. This method is useful when you are
presenting reasons to support an opinion or to explain an idea.
4. For Comparison and Contrast Order- This method of arrangement presents

the details according to similarities and differences, like first, discuss the
similarities, and then, the differences.
5. Inductive and Deductive Order- There are two logical ways of arranging ideas
in a paragraph: inductive order starts from the simplest to the most
complex ideas or from particular to general ideas while the deductive order
goes to opposite way; that is, it begins from general to particular ideas.
Common Ways to Achieve Coherence:
1. Repeating Key Words – The reader keeps track of the thoughts by using the
same word/s or phrase/s several times in the paragraph. In this case, the
reader can see how the ideas are connected logically to each other.
2. Coherence – Using Pronouns – by using the respective pronouns as substitute

for the main character/s of what is read, the reader can achieve coherence.
Example: As a boy, he picked cotton in a sunbaked Alabama field. He

grew up poor and often hungry, living at a time when black
people were struggling against segregation and discrimination.
Years later, as a man, he defied racist dictator Adolf Hitler and
won Olympic glory for all Americans. He was Jesse Owens, one
of the finest track stars of all time.
3. Proper Arrangement of Sentences – The way you arrange the order of your
sentences helps you a lot in achieving coherence. Hence, you should be familiar
with the following methods of organizing ideas in paragraphs.
4. Use of Transitional Devices – Transitional devices are phrases and connecting

words (conjunctions). These words and phrases tie the ideas together with the
paragraph and indicate the thought relation among the sentences. Through
the use of transitional devices and consistency, a writer can achieve coherence
easily.
Example: So, he went on strolling about the town and sitting at the café
terraces. Generally speaking, he did not lack courage, but
made a show of accepting unpleasantness cheerfully, which
could only be passing. In short, he kept up appearances.
However, towards the end of the month n, there were more
serious developments altering the image he has been projecting.
To begin with, he joined groups of tennis tournament. Out of
town meetings were organized, which he actively participated
in. Thus, he was able to show his real self to the people in his
town.
Three Ways for Arranging Ideas in Writing Paragraph:
1. Time Order – This is the order used in narration, description, and other
expository pieces. The order of time is the simplest and most common, but it
demands careful selection of events.
Example: On the afternoon before Christmas, the bells began. From

the high mountainsides, out of the deep ravines that led
back into the hinterland, came the ringing. The hills seemed full
of bells- a sound that must go echoing from range to range,
to the north and to the south, travelling across Europe with
the afternoon.
2. Point of View Order – In descriptive writing, some order of space or point of

view in which details are arranged from near to far, from outside to inside, from
the striking details to the minor points are employed to create coherence.
Example: “Like a flash of lighting in Manila, sped the report that the
tyrant had fled at last. And like thunder reverberated the
rapture of the Metropolis… it was as if all the New Years of the
20- year dictatorship had been saved up for this one historical
outpouring of delight over the people’s liberation. It’s impossible
to describe the wild joy of people driving round and round in all
types of vehicles, shouting, waving banners, and greeting each
other with the Laban sign. Everywhere shown the Philippine
flag …The hordes on the streets were giving away food and drink
they had prepared for what everyone thought would be a long
siege. Despite the public exuberance, there was no dangerous
wildness. That night, the streets of Manila were really safe….”
3. Logical Order. According to a well-known professor of philosophy, “logic is the

art and method of correct thinking”. The mind of the writer imposes on the
material the order of general to specific or deductive method or the order of
specific to general – the inductive method.
A. Deductive Method
Example: Compassion is a virtue with many faces (THE GENERAL

IDEA). It is a sharing of pain or failure, of brokenness or fear or
anxiety. It sometimes means to mourn with those who mourn,
to be lonely with those who are lonely, and to be weak with those
who are weak. It is something we do without thinking of or
measuring the cost or worrying about the time. The
compassionate are not in the lifeboat throwing life preservers to
those drowning in the ocean; they are in the ocean themselves,
helping the others into the boat or to the safety of the shore.
B. Inductive Method
Example: Sharing of pain or failure, of brokenness or fear or anxiety. It

sometimes means to mourn with those who mourn, to be lonely
with those who are lonely, and to be weak with those who are
weak. It is something we do without thinking of or measuring
the cost or worrying about the time. The compassionate are not
in the lifeboat throwing life preservers to those drowning in the
ocean; they are in the ocean themselves, helping the others into
the boat or to the safety of the shore. Compassion is a virtue
with many faces (THE GENERAL IDEA).
Achieving Emphasis in Writing Paragraph:
1. Arrangement/ Order of Climax – In writing paragraphs, it is very imperative

to know how to put climax into proper order. Often times, there are many ideas
that are considered as climax, yet being able to arrange these ideas in proper
order will give your paragraphs emphasis.
Example: Once more, the door banged, and a slight, slim-built boy,
perhaps fifteen years old, a half-smoked cigarette hanging from
one corner of his mouth, learned over the high footway. His
pretty, yellow complexion did not show very well on a person of
his years, and his look was a mixture of irresolution, bravado,
and very cheap smartness. He was dressed in a cherry-colored
blazer, knickerbockers, red stockings, and bicycle shoes, with a
red flannel cap at the back of his head. After whistling between
his teeth, as he eyed the company, he said in a loud m high
voice,” Say, it’s thick outside.” (Ideas are arrange as to trying
to emphasize the characteristics of the boy)
2. Repetition and Parallel Structure – are two other devices used to attain
emphasis in paragraph. The free repetition of words and phrases is allowed to
serve as a guide to the flow of ideas. Parallel structure is the use of similar
expressions to express similar ideas. These devices are useful but should be
used sparingly. Overuse of these devices calls attention to the rhetoric and
away from what is being said.
Example: It was the best of times; it was the worst of times, it was the
age of wisdom, it was the age of foolishness, it was the epoch
of belief, it was the epoch of incredulity, it was the season of
light, it was the season of darkness , it was the spring of hope,
it was the winter of despair , we had everything before us, we
had nothing before us, we were all going direct to Heaven ,
we were all going the other way- in short, the period was so far
like the present period, that some of its noisiest authorities
insisted on its being received, for good or for evil, in the
superlative degree of comparison.
3. Proportion – Emphasis is secured when the amount of space allotted to ideas

varies according to the relative significance of the ideas. Thus, more space is
devoted to an important idea than to a comparatively minor idea. It also means
that a long paragraph is used for important ideas and short paragraph for
subordinated ideas.
Example: One thing you must consider is that you should only eat
wholesome food and drinks. Water is the only natural drink,
and pure water is the best fluid to take into the system. In fruits,
we take fluids in a very pleasant way, and milk is to large extent
water. From these three sources, we will obtain as much water
as we need. Tea and coffee are harmful, especially to children.
They make people feel that they have had something to eat when
in reality they have given nothing to the nourishment of their
body. Tea and coffee are both stimulants. Children need
nourishing food to build up new body materials as well as to keep
their body in repair. Taking into their body that which makes
them feel as if they had been fed when they have not is very
harmful. I always feel sorry when I see young people drinking
tea and coffee. (notice the underlined and italicized
sentences – equal amount of space for description is given
to them to give emphasis on each idea: “eating wholesome
food and drinks” & “Tea and Cofee”)
4. Position – The beginning and the ending are the most significant parts of the
paragraph. Putting the ideas, one wishes to emphasize at the beginning or at
the end of the paragraph is a good idea. The middle portion of the paragraph
is allotted to less important sentences since they are to supply the details. More
often than not, the last sentence is a recapitulation or restatement of the main
thought or topic.
Example: “Taiwan came a long way to a respected industrial giant. It has

the biggest international reserves, US$69 billion. It has seen no
strikes since the 50’s provides the highest wages for labor. It is
perhaps the only place where nobody is unemployed.” – (here
the last sentence is the ending idea of the paragraph
which gives emphasis on the first sentences [ideas])
Activity # 1: Spatial Order Please

Directions: Arrange the following sentences coming from top to bottom by
labeling them from 1 – 4, based on the events or action to make a
coherent paragraph. (use a separate sheet of paper for your answer)
______Along the wall’s cracks had appeared; pictures hung crookedly; one
window had shattered.
______After the explosion the room was in shambles, pieces of plaster curled
from the ceiling.
______A lamp and some dishes had fallen to the floor and were now
smashed.
______A cloud of dust floated in the center of the room, and some of the
furniture have been moved by the blast.
Activity # 2: Order of Importance

Directions: Arrange the following sentences from bad to worst by labeling them
from 1 – 4, based on the events or action to make a coherent
paragraph. (use a separate sheet of paper for your answer)
______ The low-hanging fog would reduce visibility, and the soggy, muddy
course would have some new water hazards, it was not going to be a
good day to play golf.
______ First of all, I had awakened late and could not practice my swing in
the backyard.
______ But worst of all, the weather promised to be miserable. Even more
upsetting was the sore throat that I felt coming on.
______ Rain had fallen all night, and drizzle greeted me in the morning.
Therefore, reading plays a major role in writing. ... Similarly, phonics skills
or the ability to link sounds together to construct words are reinforced when
children read and write the same words. For older children practice in the process
of writing their own texts helps them analyze the pieces that they read. To finally
end your module 3, show your learning by answering the following questions:
Guide Questions:
1. What is paragraph and how important it is to know how to write accordingly?

2. Do you find the discussions helpful for you as a student? Why?
3. Among the topics discussed, have you ever applied some of the techniques to
make your paragraph well written? Give short justification.
Activity: Let’s Compare and Contrast

Directions: Rearrange the sentences to give emphasis on compare and contrast
order. Label the sentences from 1 to 4.
______ In contrast, time on a digital watch at any moment is an isolated

number that is quickly replaced by another isolated number.
______ “Conventional watches and digital watches both tell time, but they
make us see time in very different ways. Conventional watches map
time on a round face, with numbers and moving hands.
______ In other words, conventional watches give a picture of time as a series
of changing numbers. Time on a conventional watch seems to have
a past and a future as well as a present.
______ Digital watches, on the other hand, simply display the hour, minute,
and second in lighted numerals.
Post Assessment:
Directions: Read the questions carefully. Encircle the letter of the best answer.
(use a separate sheet of paper for your answer)
1. It is a group of related sentences joined together to develop one idea.

a. paragraph
b. sentence
c. topic
d. vocabulary
2. It is a group of words that expresses a statement, question, command or wish.
a. definition
b. persuasion
c. description
d. narration
3. Learning to read English as a second language is influenced by one’s first
language proficiency. This means that _______?
a. First and second language learning are exactly the same in all aspects.
b. The two have totally different sets of semantics and syntax that is why
they are learned independently.
c. Second language learning requires little proficiency in the first language for
the latter might hinder the former.
d. First language proficiency allows the transfer of learning because of the
readers conceptual understanding needed in processing the second
language.
4. logical ways of arranging ideas in a paragraph which starts from the general
to specific. This falls under what logical order?
a. active
b. deductive
c. inductive
d. proactive
5. Teacher Paula Gracia includes 4 known words together with 5 new important
words in developing vocabulary knowledge among her students. She chooses
these 4 words based on their relationship to the topic and the new words she
is going to introduce. Which of the following principles of vocabulary
instruction is applied by the teacher?
a. be enthusiastic about content of the language
b. limit the number of words taught in each unit
c. repeatedly models how to determine a word’s meaning in text materials
d. relates new vocabulary words to experiences and concept that students
know
6. Knowledge of text organization guides the reader’s interaction and helps to
determine the important details of selection. The following are the
organizational patterns used in exposition EXCEPT?
a. narration
b. comparison-contrast
c. cause and effect
d. time order
7. What method of organizing ideas in paragraph writing uses presentation of the
details according to similarities and differences? It is an example of
______order.
a. spatial
b. importance
c. chronological
d. compare and contrast
8. Logical ways of arranging ideas in a paragraph which starts from specific to
general. This falls under what logical order?
a. active
b. deductive
c. inductive
d. proactive
details and depends on where they are located such as top to bottom, nearest
to farthest, interior to exterior, ground to roof, roof to ground and so forth? It
is an example of ______ order?
a. spatial
b. importance
c. chronological
details that are arranged according to how valuable to the writer such as the
effects of the problems into bad, worse and worst. It is an example of
_______order?
a. spatial
b. importance
c. chronological
Activity: Essay Writing

Directions: Write at least two paragraphs narrative essay about your learnings
had in this Module. Be sure to apply the techniques in giving
emphasis and achieving coherence.
Pre-Assessment: What’s More:
11. D Activity #1: Spatial Order Please
12. C 1, 2, 4, 3
13. D
14. D Activity #2: Order of Importance
15. D 1, 2, 4, 3
16. A
17. C
18. C
19. A
20. C
What’s New: Fix Me Additional Activity:
- Answers may vary… Answers may vary…
1-3: Answers may vary…
What I can Do:
Activity #1: Let’s Compare and Contrast
4, 1, 3, 2
Post-Assessment:
11. A
12. B
13. D
14. B
15. D
16. A
17. D
18. C
19. A
20. B
READING AND WRITING SKILLS ; Marilla Therese A. Tiongson and Maxine Rafaella
C. Rodriguez
COMMUNICATION SKILLS : Esther L. Baraceros,Ph.D
READING AND WRITING ; Pena and Anudin
READING AND WRITING SKILLS ; Prof. Merry Ruth M. Gutierrez and Prof. Arceli
M. Amarles
For inquiries or feedback, please write or call:
Department of Education – NCR, SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph

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SENIOR HIGH SCHOOL

Reading and Writing

DO_Q3_Reading and Writing_Module1_Lessons1-8)

Published by the Department of Education

Development Team of the Module

Authors: Myron Willie III B. Roque, Katherine Libante

Content Editors: Shammy-Rose V. Santiago, PhD

Printed in the Philippines by ________________________

Department of Education – National Capital Region – SDO VALENZUELA

Office Address: Pio Valenzuela St., Marulas, Valenzuela City

Reading and Writing

MOST LEARNING COMPETENCIES: (MELCS)

Reading is a procedure of significant development through collaboration of

1. What type of written text is the example above?

2. How does the author express his concept or process in writing?

Target Language use Setting: Taking orders in a restaurant

A. I’d like some spaghetti. E. Vanilla, chocolate and strawberry

A form of discourse that serves to A student’s description of his

A form of discourse that serves to An essay on military action; a

And, also, besides, moreover, furthermore, in

5. Coronavirus disease (COVID-19) is an infectious disease caused by a newly

The Tourist Guide’s Script

2. This type of writing explains things.

3. This type of writing tells a story

Reading and Writing

Module 2 focused on organizing information such as brainstorming list,

LEARNING COMPETENCIES: (MELCS)

Techniques Brainstorming Mind Maps Venn Diagram

Lesson Techniques in Selecting and

Bridging What You Know:

It is a method or approach that a writer may use in organizing and unifying

What is the importance of Selecting and Organizing Information?

a. Specific ideas d. Well written piece

Techniques in Selecting and Organizing Information

• A technique commonly used by group of people to Q&A CORNER:

BRAINSTORMING RULES: BRAINSTORMING BENEFITS:

• It is also known as knowledge map, advance organizer, concept map, or

Types of Graphic Organizer

Why should you use a concept map?

Sample Concept Map:

Steps to construct a Venn Diagram:

Sample Venn Diagram:

• Directions: Using Venn diagram, distinguish the similarities and differences

More about Flowchart:

a. Start/End or Terminator represents the starting or ending

b. Process indicates some particular operation.

c. Decision represents a decision or branching point. It

Sample Flow Chart:

Why should you use an outline?

Two Types of Outline:

ACTIVITY #1: State the Differences

BRAINSTORMING GRAPHIC TOPIC AND SENTENCE

ACTIVITY #2: Let’s Apply It

ACTIVITY #3: Time to Write

Activity #1: Flowcharting

Activity #2: Let’s Level Up

Directions: Compare and contrast the three techniques in selecting and

Fante, Kristen. Graphic Organizers. 12 April 2016.

Learning Bites. Writing an Outline. 6 March 2017.

Techniques in Selecting and Organizing Information. 14 May 2019.

University of North Carolina at Chapel Hill. The Writing Center. 2020.

Techniques in Organizing Information.

Reading Lesson 3 Selecting and Organizing Information.