WEEK 1

READING
- Understanding printed texts.
- Activity that challenges our beliefs,inspires our imagination and expand our understanding of the world
- involves a complex interaction between the text and the reader

Importance of Reading
1. Reading Broadens your Horizon
- gives an insight into diversity and other culture.

2. Reading Builds Self-Esteem

• Reading
• High confidence
• Knowledge
• Self - Esteem

3. Reading Helps Develop a Strong Sense of Character

- better understanding of human nature

4. Reading Improves School Performance

- avid readers are also are known to get better grades. throughout middle, high school, and college

5. Reading Improves Creativity

• New things
• New ways

6. Reading is a Complex Process

• improves concentration
• improves ability to pay attention
• improves ability to four tor longer periods.

7. Reading Improves Discipline and Memory

- Reading helps you to use and even improve your memory by remembering details, characters, plots, and
more.

8. Reading Increases Imagination

- Reduces Boredom and Enhances Activity
- Mental Pictures

9. Reading Improves vocabulary

- Exposure to new terms

10. Words Are Our Everyday Tools

- Wisely used words define the person's attitude and showcase the method of communication.
 WEEK 2

A. PRE-READING
It is the process of skimming a text to locate key ideas before carefully reading a text (or a
chapter of a text) from start to end. Also called previewing or surveying. Pre-reading provides an
overview that can increase reading speed and efficiency.
KEY POINTS:
Here are the different key points or tasks usually done during the pre-reading process.
 Pre-viewing
It is a strategy that readers use to recall prior knowledge and set a purpose for reading. It
calls for readers to skim a text before reading, looking for various features and information
that will help as they return to read it in detail later.
 Freewriting
It is a writing strategy developed by Peter Elbow in 1973, is similar to brainstorming but is
written in sentence and paragraph form without stopping.
 Surveying
It is a broad look at a text, focusing on the general aspects rather than details, with the main
purpose being to decide on the value of the text, to determine whether it is worth reading
more closely.
 Questioning
It is a strategy that readers use to engage with the text. Questioning techniques help the
reader to clarify and comprehend what he is reading. Struggling readers tend not to ask
questions of themselves or the text as they read.
 Exploring assumptions about the author
An assumption is a point that the author doesn't even try to prove. Rather than proving the
assumption, the author simply assumes it is true. Remember: An assumption is not a point
that the author tries to prove and fails. It's a point he or she doesn't even try to prove.
 Identifying the purpose
The purpose of reading is to connect the ideas on the page to what you already know. If
you don't know anything about a subject, then pouring words of text into your mind is like
pouring water into your hand.
 Selecting a reading system (SQ3R- survey, question, read, recite, review)
These are based on the knowledge the readers need to design in their reading program.
They select the right tools, and develop support systems.
 B. WHILE READING
While-listening or While-reading is a stage, or group of stages frequently found in lessons
that aim at helping students develop receptive skills, such as listening or reading. This is the
moment where students are actually exposed to the recorded or written text.

KEY POINTS:
Here are the different key points or tasks usually done during the while reading process.

 Getting the meaning of words (context clues)

Using the context of the paragraph to define unknown words can also be helpful. Although it
takes practice, it is the easiest and most efficient way to identify words. Often, using the
context is the only way to figure out the meaning of the word as it is used in the sentence,
passage, or chapter.

 Predicting
This strategy involves the ability of readers to get meaning from a text by making informed
predictions. Good readers use predicting as a way to connect their existing knowledge to
new information from a text to get meaning from what they read.

 Inferring
This means figuring out something that the author doesn't actually say. You can use clues
that are in the text, and things from your own mind. Sometimes it's called "reading between
the lines," and it adds a lot more meaning to the story.

 Monitoring comprehension
It is a process in which students determine whether they understand what they are reading.
If they realize that they cannot articulate the main idea of the passage, they can take steps
to repair their comprehension before continuing to read.

 Annotating the text

It is any action that deliberately interacts with a text to enhance the reader's understanding
of, recall of, and reaction to the text. Sometimes called "close reading," annotating usually
involves highlighting or underlining key pieces of text and making notes in the margins of
the text.

 Reflecting
This is designed to encourage students to complete readings before coming to class, to
reflect more deeply on the content of the reading, to make personal meaning from the
meaning, and to develop their metacognitive skills for lifelong learning.

C. POST READING
This process provides students a way to summarize, reflect, and question what they have just
read.

KEY POINTS:
Here are the different key points or tasks usually done during the post reading process.
 Summarizing
It teaches students how to discern the most important ideas in a text, how to ignore
irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching
students to summarize improves their memory for what is read.

 Paraphrasing
This is commonly thought of as copying information from a text source and changing a few
words. That process rarely results in retention of learning because the copying act can be
done almost automatically and without much conscious thought.

 Drawing conclusions
It is using information that is implied or inferred to make meaning out of what is not clearly
stated. Writers give readers hints or clues that help them read between the lines, since not
everything is explicitly stated or spelled out all the time.

 Making graphic organizers

This can improve the readers reading comprehension by using graphic organizers. These
simple, visual tools allow kids to break down stories and nonfiction texts. They also help
kids keep track of thoughts as they read. Graphic organizers come in many forms.

 Journal writing
It is simply the act of informal writing as a regular practice. Journals take many forms and
serve different purposes, some creative some personal. Writers keep journals as a place to
record thoughts, practice their craft, and catalogue ideas as they occur to them.

Those are the different processes in reading. Take note that when we read with a
purpose, we usually ask ourselves of our main objective. The different key points or tasks
are of great help for us to achieve our main objective.

WEEK 3

When you a lot the time to read something, it’s always an advantage when you can really
understand and remember what you read. Here comes the existence of the different basic reading
skills, these specific techniques or skills are very beneficial to attain desired outcomes in terms of
comprehension.
 1. Rapid Reading
It aims to locate specific information or main ideas in a very short span of time.
Rapid Reading includes skimming a text for specific information to answer true or false
statements or filling gaps in a summary, scanning a text to match headings to paragraphs,
and scanning jumbled paragraphs, and then reading them carefully to put them into the correct
order.
A. Skimming is a reading technique meant to look for main or general ideas in a text, without
going into detailed and exhaustive reading. In skimming, a reader reads only important
information, but not everything. This technique works effectively in non-fiction materials,
newspapers, and long novels.
Examples:
 Read the table of contents or chapter overview to learn the main divisions of ideas.
 Glance through the main headings in each chapter just to see a word or two. Read the headings of
charts and tables.
 Read the entire introductory paragraph and then the first and last sentence only of each following
paragraph. For each paragraph, read only the first few words of each sentence or to locate the
main idea.
 Stop and quickly read the sentences containing keywords indicated in boldface or italics.
 When you think you have found something significant, stop to read the entire sentence to make
sure. Then go on the same way. Resist the temptation to stop to read details you don't need.
 Read chapter summaries when provided.
B. Scanning is reading a text quickly in order to find specific information, e.g. figures or names. It
can be contrasted with skimming, which is reading quickly to get a general idea of meaning.
Example:
 When we are searching for a telephone number in a directory, we scan the page for the name of
the specific person we are looking for.
 When we are looking for the specific subject in the list of subjects for a semester.
 Looking for a bus of plane schedule
NOTE:

Skimming and scanning are reading techniques that use rapid eye movement and
keywords to move quickly through text for slightly different purposes. Skimming is reading
rapidly in order to get a general overview of the material. Scanning is reading rapidly in order
to find specific facts.
2. Previewing
It allows readers to set the purpose and link the content of the material to their background
knowledge.
3. Literal Reading
It is the understanding of information and facts directly stated in the text. It is recognized as
the first and most basic level of comprehension in reading. It involves understanding of ideas
and facts that are directly stated in the printed material.
A. Summarizing- It teaches students how to discern the most important ideas in a text, how to
ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching
students to summarize improves their memory for what is read.
B. Paraphrasing- It is commonly thought of as copying information from a text source and
changing a few words. That process rarely results in retention of learning because the copying act
can be done almost automatically and without much conscious thought.
C. Note Taking- It is writing the important details present in the text.
4. Inferential Reading
It refers to the process of deducing facts and ideas not directly expressed in the text.
"How did you arrive at that conclusion?" and "Why does salt cause ice to melt?" Asking how
and why questions help you weigh the merits of the answers. From there you can develop
evaluative questions and responses that do include your own thoughts and ideas.

5. Critical Reading
It refers to the closed and thorough evaluation of the claim in the text in terms of relevance,
validity, and logic. Critical reading is making abstract ideas into concrete ones.

TYPES OF READING
1. DEVELOPMENTAL READING
It is a systematic instruction that aims to develop the student’s reading skills.

Developmental Stages in Reading

Stage 1: The Emergent Pre-Reader (Typically Between 6 Months To 6 Years Old)
During the initial phase of the reading development process children sample and learn from
a full range of multiple sounds, words, concepts, images, stories, exposure to print, literacy
materials, and just plain talk during the first five years of life.

Stage 2: The Novice Reader (Typically Between 6 To 7 Years Old)

During the second phase of the reading development process children are learning the
relationships between letters and sounds and amongst printed and spoken words. The child
begins to read stories with high-frequency words and phonically regular words and uses emerging
skills and insights to “sound out” new one-syllable words.

Stage 3: The Decoding Reader (Typically Between 7 – 9 Years Old)

During the third phase of the reading development, process children are beginning to read
familiar stories and text with increasing fluency. This is accomplished by consolidating the
foundational decoding elements, sight vocabulary, and meaning in the reading of stories and
selections that the child is already familiar with.

Stage 4: The Fluent, Comprehending Reader (Typically Between 9 – 15 Years Old)

During the fourth phase of the reading development process, reading is used to acquire
new ideas to gain new knowledge, to experience new feelings, to acquire new attitudes, and to
explore issues from multiple perspectives. Reading includes the study of textbooks, reference
works, trade books, newspapers, and magazines that contain new ideas and values, new
vocabulary and syntax.

Stage 5: The Expert Reader (Typically From 16 Years and Older)

 During the fifth phase of the reading development process, the learner is reading from a
wide range of advanced materials, both expository and narrative, with multiple viewpoints.
Learners are reading broadly across the disciplines, including the physical, biological and social
sciences as well as the humanities, politics and current affairs.
2. PLEASURE OR RECREATIONAL READING
It is a more passive type of reading. It aims to provide enjoyment and entertainment.
Examples of pleasure reading or recreational reading include reading novels, short stories,
jokes, comics, poetry, lyrics in your most convenient time. This type of reading doesn’t
require someone to intently focus on the reading material for the information rather it entails
delight and gratification on the content of the text.

3. FUNCTIONAL READING
It is designed to help students learn the basic functional reading ability, such as reading
school forms and instructions.

Examples of functional reading include reading a pamphlet, using a TV guide, and

comparing ticket prices. As observed, these reading activities are basically functional. They
are intended to make someone have the ability to function as independently as possible.

4. REMEDIAL READING
It is a type of reading which aims to correct the effects of poor teaching and poor learning.

When someone gives himself time to improve his prowess when it comes to reading and
comprehension, he uses remedial reading. This will lead to the improvement of poor
reading and comprehension to better and accurate understanding.

WEEK 4

A. Narrative Writing
This type of writing tells a story, whether real or imaginary. It also contains characters,
setting, and order of events. With this, readers can be informed or entertained.
Forms of Narrative Writing
1. Fiction Narratives
These are literary texts that tell a story about imagined people, events, and ideas.
a. Realistic Fiction- It portrays imagined characters and events with a conflict that many people
face in reality. It also devises a potential solution to address the problem.
 E.g. The Fault in Our Stars by John Green is an example of realistic fiction because the
story talked about how the two cancer-stricken characters expressed their affection to each other
even with the threat of death.
b. Fantasy Stories- It shows a highly imaginative world that contains elements not found in real
life such as magical worlds and creatures.
E.g Harry Potter by J.K Rowling is a good example of a fantasy story because of the
presence of magical powers.
c. Historical Fiction- It presents imaginary people living in real places and times of history.
Furthermore, the main characters usually interact with famous people and participate in important
historical events.
E.g. A timely example of this is GMA’s teleserye “Maria Clara at Ibarra” where Clay, the
main character, interacts with historical people in the past.
d. Mystery Stories- It narrates stories that are packed with suspense and surprises.
E.g. Probably the most popular mystery story in English is about the adventures
of Sherlock Holmes by Sir Arthur Conan.
e. Science Fiction (Sci-Fi)- It tells a story about imaginary events that involve science and
technology.
E.g. The character Hulk in the avengers is considered sci-fi for he got his powers from an
experiment.

2. Non-Fiction Narratives
Contrary to Fiction narratives, Non-Fiction narratives tell stories about real people, events,
and ideas.
a. Auto-biographical/Personal Narratives- It tells true stories about events in a person’s life told
by the same person.
E.g. One of the most famous personal narratives is “The Story of My Life” by Hellen
Keller, the American deaf-blind political activist and lecturer.
b. Biographical Narratives- It is an account of a person’s life written by someone else.
E.g. A good example is the book of Leon Ma. Guerrero entitled “Dr. Jose P. Rizal”.
c. Diary and Journal Entries- These talk about personal experiences, thoughts, and feelings.
E.g. One of the most famous and intriguing diaries in the world of literature is the “Diary of
a Young Girl” which is written by Anne Frank during WWII.
d. Creative Nonfiction- These are accurate accounts that are told in very stylistic literary
techniques.
E.g. “Manila, My Manila” by Nick Joaquin is an example of Creative Nonfiction because he
was able to write the history of Manila in an interesting way.

B. Expository Writing
As the name implies, this is a type of writing that exposes facts. It explains and educates
the readers rather than entertaining or persuading them.
Forms of Expository Writing
 a. Analytical Essay- It is a type of essay in which the writer explores a topic by delving deeper
into it. It further discusses it by providing facts, examples, reasons, and valid inferences.
E.g. Sarita Echavez See explains how Filipinos use words for humor using facts, examples, and
inferences through his article “Filipinos are Punny”.
b. Newspaper and Magazine Articles- This form of expository writing talks about news and
events, typically the most recent ones. Most of them are factual and disregard writer’s opinion.
c. Internet Articles- these are likened to physical newspaper and magazine articles. However,
they include more visuals and may apply genres other than analytical essays.

C. Persuasive Writing
This form of writing aims to convince its readers to adopt an opinion or apply a course of
action. A good persuasive text has logical development of arguments, excellent word choices, and
a cohesive summary.
Forms of Persuasive Writing
a. Persuasive/Argumentative Essay- It is a type of essay that aims to influence the attitude or
actions of its readers.
E.g. A classic example of this is Pura Santillan-Castrence’s “Shall We Walk?” in which she
convinces her readers to cultivate the habit of walking.
b. Editorial Column- This is an avenue for the columnist or writer to express his/her opinion about
an issue. This is usually found in newspapers.
c. Reviews- This type of persuasive writing allows a writer to evaluate items or activities. Through
his/her review, he/she can encourage readers to adopt what was reviewed.
E.g. When a YouTuber promotes a product, it can fall under review.

WEEK5

TEXT and DISCOURSE

What is a text?
 A text is a written form of communication information, which is non-interactive in nature.
 The grammatical cohesion and structure of sentences are analyzed.
 It is usually in written form.
 A text is a large unit of written language.
 It is a group of ideas put together to make a point or one central idea.
 It has a structure that requires the ideas in the discourse to be relevant to each other.
 Examples are press reports, street signs, and documents.
What is a discourse?
 Discourse is in a spoken, written, visual, or audio form communicating information that is
interactive in nature.
 A discourse is an utterance, talk, speech, discussion, and
 It is an extended expression of thoughts or ideas.
 It is often a lengthy discussion of a topic.
 It is arranged in an organized and logical manner.
 Examples are dialogues, conversations, and interactions in audiovisual programs
Note: The main difference between text and discourse is that the text does not specify an
agent whereas the discourse specifies the agent of the information. Thus, a text is necessarily
non-interactive while discourse is necessarily interactive.
Even though the two terms text and discourse are used interchangeably with concern to literary
analytical studies, these two are two diverging subjects.

PURPOSES OF A DISCOURSE
TO INFORM
It provides a descriptive and comprehensive discussion on the topic.
TO PERSUADE
It tries to convince the readers that the proposed claim or solution is better than any other
proposal.
TO ENTERTAIN
A discourse that aims to amuse provides a source of entertainment for its readers.

TYPES OF DISCOURSE
LITERARY
1. POETIC
It is commonly found in creative works like poems, novels, short stories, and plays.
The Road Not Taken (An Excerpt)
by Robert Frost
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
NOTE: The Road Not Taken by Robert Frost is an example of Poetic for it is a type of literature
based on the interplay of words and rhythm. It often employs rhyme and meter (a set of rules
governing the number and arrangement of syllables in each line). In poetry, words are strung
together to form sounds, images, and ideas that might be too complex or abstract to describe
directly.
 2. EXPRESSIVE
It is commonly found in academic journals, letters, diaries, and blogs.
The Diary of a Young Girl (An Excerpt) By Anne Frank
Sunday, 21 June 1942
Everyone at school is waiting to hear what happens next. Who will move up a class, and who will
stay down? We’re all trying to guess! I think my girlfriends and I will be OK, though we’ll have to
wait patiently to find out. Most of my teachers like me, but old Mr Keesing gets angry with me
because I often talk too much! He made me do some extra homework and write about ‘Someone
Who Talks Too Much.’
NOTE: The example above is an example of “expressive” for it talks about the everyday life
routine of a young girl. The content is personal and emotional writing without regard to
punctuation, verb agreement, or other technical aspects of writing.
3. TRANSACTIONAL
It is commonly found in instructional materials, advertisements, and editorial articles, among
others.
How to Cook Chicken Tinola
Ingredients:
1/2 kg chicken wings
1 red onion, peeled and sliced
1 clove of garlic, peeled and crushed
1 small ginger, peeled and julienned
1 small green papaya, peeled and cut into wedges
1-2 stalks of malunggay
1 teaspoon of salt
Procedure:
1. Prepare all the ingredients.
2. Heat the pan in a medium flame. Add 2–3 tablespoons of oil.
3. Sauté garlic, onion, and ginger. Add chicken wings and sauté for 3–4 minutes.
4. Pour 3–4 cups of water. Let it simmer.
5. Add the papaya. Simmer until the chicken becomes tender.
6. Add the malunggay leaves.
7. Add salt and pepper to taste.
8. Serve and enjoy.
NOTE: The example above is an example of “transactional” for it gives a specific instruction to
readers. It intends to communicate information between individuals or groups. Non-fiction texts
include (amongst others): magazine articles.

ACADEMIC
1.ARGUMENTATION
It is an academic type of discourse where the writer aims to persuade the audience or readers.
A recent study confirmed that playing video games may cause children to become violent.
 However, this is only true for some children. Dr. Charlotte Cooper and Dr. Markey Vitasa of ABC
University explained that children who manifest a combination of three personality traits―high
neuroticism, disagreeableness, and low levels of conscientiousness―are more likely to be
aggressive toward others after playing video games
NOTE: The example above is considered to be an argumentative essay. It is a genre of writing
that requires the student to investigate a topic; collect, generate, and evaluate evidence; and
establish a position on the topic concisely.
2. DESCRIPTION
It is an academic type of discourse that is based on the main impression of the author about the
topic or subject.
When I first saw my childhood friend Margarette, she was about my younger sister Viv’s height.
Her hair was curly and dark, and her skin was pale. But what really struck me when I first saw her
was her big round blue eyes.
NOTE: Analyzing the example above, the primary purpose of the writing itself is to describe a
person, place, or thing in such a way that a picture is formed in the reader's mind. Capturing an
event through descriptive writing involves paying close attention to the details by using all of your
five senses.
3. EXPOSITION
It is an academic type of discourse that aims to inform, clarify, and explain a phenomenon.
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 Choose the web host.
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 Provide the required information.
 Think of a unique username and a password. (Tip: For the password, type in uppercase or add
characters.)
 Start using the newly set up email account.
4. NARRATION
It is an academic type of discourse that recalls events chronologically.
I remember the time when I learned how to swim. I was only eight years old and afraid to bathe in
a pool. I envied the kids who played with inflatable balls and animals. Whenever my family would
visit the clubhouse, I would sit beside the pool and never really jump in to join them. A summer
camp opened in our neighborhood, and my mom thought of enrolling my brother and me in a
swimming class. Two days before the class started, my mom gave me a pep talk; that made me
realize that I did not want to miss out the fun just because I was afraid.

NOTE: Narration means the art of storytelling, and the purpose of narrative writing is to tell stories.
Any time you tell a story to a friend or family member about an event or incident in your day, you
engage in a form of narration. In addition, a narrative can be factual or fictional.

FACTORS THAT INFLUENCE THE WRITER’S CLAIM

SOCIAL ENVIRONMENT
the author’s physical surroundings and social relationships, as well as the
culture of the time.
EXPERIENCES
personal accounts or first-hand experience of events, though subjective,
establish credibility and reliability of information presented in any
discourse.
CULTURE
the beliefs, customs, attitudes, language, and other things that define
culture

WEEK6

1. Brainstorming is the most popular tool in generating creative and rich

ideas. It is a method designed for teams to generate their ideas to solve the problems clearly.

How Brainstorming Works

1. Decide for the general or primary topic.
Finding the main topic makes the team easier to generate ideas.
2. Get ideas from everyone.
This is a team work activity, thus, ideas from each member of the group are necessary.
3. Revisit the list.
Once ideas are designed and agreed upon, the topics from the list need to be revisited
to remove and add ideas.
4. Have the list as a guide or an outline for the final product.
The list will serve as the team’s guide from the start up to the final product or output.
Two Methods in Brainstorming

A. Idea List
It involves writing the main topic and listing down the related ideas.

For instance,
 Topic: Unemployment
.
1. Jobs
2. Poverty
3. Lack of education
4. Low salary
5. Lack of money
6. Fresh graduates

Notice that the main topic is all about unemployment. Hence, the subtopics listed were
related about unemployment.

B. Idea Map
 It involves writing the main topic and listing down the related ideas.
 It is a visual representation of ideas and their connections with one another.
 It is more structured compared to idea list.
 It shows how one idea subordinates another idea.
Have a look at the following example.

2. GRAPHIC ORGANIZERS
These are visual representations of concepts that help us structure information
into organizational patterns. They present essential information and connect these pieces of
information into a coherent framework.

Types of Graphic Organizers

A. Venn Diagram

o It is used to compare and contrast ideas and events.
o It uses two or more overlapping circles to show similar and different attributes. Technically, Venn
diagram does not only require circle as the shape you must use when comparing and contrasting.
Circles were only used because it is the most common shape every time comparing and
contrasting are done.
 B. Network Tree
o It is used to represent hierarchy, classification, and branching useful in showing relationships of
scientific categories. Example of network tree is the following figure.

C. Spider Map

o It is used to investigate and enumerate various aspects of a central idea, which could be a
concept, topic, or theme.
o It is also known as semantic map.
 D. Problem-Solution Map
o It displays the nature of the problem and how it can be solved.
o It usually contains the problem's description, its causes and effects, and logical solutions.

E. Timeline
o It is used to show how events occurred chronologically through a long bar labeled with dates and
specific events.

2 TYPES OF TIMELINE

1. Linear Timeline
 It shows how events happened within one period.
 2. Comparative Timeline

 It shows two sets of events that happened within the same period.

F. Plot Diagram
o It is used to map events in the story used to analyze the major parts of a plot.

G. Series of Events Chain

o It is used to show the logical sequence of events.
 H. Fishbone Map
o It is used to better understand the casual relationship of a complex phenomenon shows the factors
that cause a specific event or problem, as well as details of each cause.

I. Cycle Map

o It describes how a series of events interact to produce a set of results repeatedly
o Some examples of events that require a cycle are water cycle, metamorphosis, and poverty cycle.
 J. Persuasion Map
o It is used to map out arguments and evidence that prove a viewpoint.
o It is especially useful when processing persuasive or argumentative texts.

3. OUTLINE
An outline is considered as a plan for writing; a summary that gives the essential feature of
a text. It shows how the parts of a text are related to one another as parts that are of equal
importance, or sections that are subordinate to a main idea.
 TWO FORMATS OF OUTLINING
Outline has two formats. They are alphanumeric and decimal. Alphanumeric uses
both letters and numbers as labels. Decimal outline uses only numbers as labels.
 PRINCIPLES OF OUTLINING
There are four principles of outlining. They are coordination, subordination,
division, and parallel construction.

1. Coordination Outlining requires ideas of the same relevance to be labeled in the same way.
The example below highlights the roman numerals I and II. This means that I and II have the same
relevance in terms of topics.

2. Subordination Outlining shows that minor details have to be placed under their respective
major details. The example below explains that each coordinating outline has two subordinating
outlines.
3. Division Outlining requires that no cluster should contain only one item. The below outlining
example shows that it is clustered into two. Notice that main topics are divided into two; they
are Positive effects of
uniform policy and Negative effects of uniform policy

4. Parallel Construction Outlining requires all entries in each cluster to use the same structure
and format. Notice that the below example respects the consistency of outlining in terms of format.
It can be concluded that it uses an alphanumeric outlining because it uses numbers and letters as
labels.

There are two kinds of outline according to structure. They are topic
outline and sentence outline.
1. Topic Outline is a systematic arrangement of ideas using broad topics in the form of words or
simple phrases as headers. Observe the example below.
2. Sentence Outline uses complete sentences as its entries. It is also known as expanded
outline. Observe the example below.

4. THESIS STATEMENT
Thesis statement is the central idea of a single or multiple-paragraph composition. It is
a one sentence summary that guides, controls, and unifies ideas when writing
For instance,
A brave soldier's main notion of life is to fight to win battles, not to be paid for winning them.
A noble clergyman is concerned more with the welfare of the humanity than his pay. A good doctor
desires far more to cure his patient than to get his fee. Thus, for all cultured people, their duty
comes first, then their fee.
Explanation: Based on the above example, it can be concluded that the thesis statement
is: Professionals are not just after the monetary value they can get from their job; rather,
they took an oath to do their service before their salary.