APPLYING PROPERTIES OF

A WELL-WRITTEN TEXT

Reading and Writing Skills

Bring to the act of writing all your craft, care, devotion, lack
of humbug, and honesty of sentiments. And then write
without looking over your shoulder for the literary police.
Write as if your life depended on saying what you felt as
clearly as you could, while never losing sight of the
phenomenon to be described.
If something feels bad to you, it is bad
(The Spooky Art: Thoughts on Writing. Random House, 2003,
http://grammar.about.com)
 OBJECTIVE
Identifies properties of a well-written text
a) Organization
b) Coherence and Cohesion
c) Language Use
d) Mechanics
 INTRODUCTION

The organization of ideas is invariably one

of the aspects in writing which is often
highly valued.
 INTRODUCTION

The overriding principle of effective and

well-written text is the writer’s knowledge
of the fundamental properties of text-
organization, coherence and cohesion,
language use and mechanics.
 INTRODUCTION

These properties show the interplay of

both the physical aspects of organization
and deeper textual aspects.
 INTRODUCTION

A well-written text, therefore, is built

around effective paragraphing, on
coherence and on established conventions.
 LET’S COMMUNICATE

A well-organized piece of writing is not

only clear but also logical and aesthetic.
 LET’S COMMUNICATE

Existence of organizational markers and

coherent flow of ideas are typically the
focus in evaluating of writing.
Strong organization constitutes proper
paragraphing and logical order of
presentation of ideas.
Paragraphing is dividing a text into
paragraphs.
Ostrom (1978) averred that it is a way of
making visible to the reader the stages in
the writer’s thinking.
The unity and coherence of ideas among
sentences is what makes the paragraph.
The paragraph is essentially a unit of
thought, not of length.
 It is also noteworthy to point out that
length as well as the appearance does not
define a paragraph.
 In journalistic styles, for example, one-
sentence paragraph.
Henceforth, paragraphing is determined by
rhetorical situation.
 Rhetorical Situation
Blakesley and Hoogeven (2008) in the
Thomson Handbook, shed light on the
nature of rhetorical situation.
 Rhetorical Situation
It is the form, length, style, and positioning of
paragraphs will vary, depending on the nature
and conventions of the medium (print media),
the interface (size and type of paper), and genre.
 Rhetorical Situation
“In short, this should always guide your use of
paragraphing. When you understand paragraph
conventions, your audience and purpose, your
rhetorical situation, and your writing’s subject
matter …
 Rhetorical Situation
… you will be in the best position to decide
how to use paragraphs strategically and
effectively to teach, delight, or persuade with
your writing.”
 Paragraphing is organizing ideas.
To make your paragraph reader-friendly, break
up the mass of words and use appropriate
signals as you make a new point.
 An unparagraphed page gives the reader the
feeling of hacking a way through a thick jungle of
without a track in sight – not very enjoyable
and very hard work.
 According to Stephen McLaren, in his essay,
Essay Writing Made Easy, a neat series of
paragraphs acts like stepping stones that can be
followed pleasurably across the river.
 The are ‘basics’ to a well-organized paragraph.
First, each paragraph must be built around a
single idea termed as the “controlling idea.”
Next, create a topic sentence which is generally
written as opening sentence of the sentence.
Then, an appropriate technique from a variety
of ways of developing a paragraph must be
employed to develop the topic sentence/key
idea.
Finally, in order to achieve unity, appropriate
connectives between and within paragraphs
must be used.
The formula of STTC makes a well-structured
paragraph.
Make a paragraph using the following examples of
topic sentence:
1. My summer vacation at my grandparent’s farm was
filled with hard work and fun.
2. School uniforms would help us to feel more unity
as a student body.
3. The world is very different now.
These are basic features that facilitate
textual continuity.

It is used in discourse analysis.

Coherence refers to the rhetorical aspects
of writing.

Cohesion refers to grammatical aspects of

writing.
Coherence means understandability of
what you write or say.
It involves:
• Summarizing the overall argument of the essay
• Presenting ideas in a logical sequence
• Putting separate, major points into paragraphs
• Beginning each paragraph with a topic
sentence
Cohesion refers to the degree to which
sentences are connected so that the flow
of ideas is easy to follow.
To achieve this, you need to know how to use
cohesive devices, which are certain words or
phrases that serve the purpose of connecting two
statements.
Cohesion has nothing to do with the
content but rather on whether the
paragraph has well connected or merely a
group of unrelated sentences.
It helps locate meaning and accommodate the
understanding of a conversation.
Cohesion serves as the glue that holds the
structure together.
Good cohesion leads to good coherence.
 The ancient Egyptians were masters of
preserving dead people’s bodies by making
mummies of them. Mummies several
thousand years old have been discovered
nearly intact. The skin, hair teeth, fingernails
and toenails, and facial features of the
mummies were evident.
It is possible to diagnose the disease they
suffered in life, such as smallpox, arthritis,
and nutritional deficiencies. The process
was remarkably effective. Sometimes
apparent were the fatal afflictions of the
dead people: a middle-aged king died from
a blow on the head, and polio killed a child
king.
Mummification consisted of removing the
internal organs, applying natural
preservatives inside and out, and then
wrapping the body in layers of bandages.
(Source: http://grammar.ccc.commnet.edu/grammar/transition.htm)
1. What is the topic sentence?
2. Are the sentences that follow clearly
related to the topic sentence?
3. Is the entire paragraph unified?
4. Does it contain irrelevant details?
 The ancient Egyptians were masters of
preserving dead people’s bodies by making
mummies of them. In short, mummification
consisted of removing the internal organs,
applying natural preservatives inside and
out, and then wrapping the body in layers
of bandages.
And the process was remarkably effective.
Indeed , mummies several thousand years
old have been discovered nearly intact.
Their skin, hair, teeth, fingernails and
toenails, and facial features are still evident.
Their diseases in life, such as smallpox,
arthritis, and nutritional deficiencies, are
still diagnosable.
Even their fatal afflictions are still apparent:
a middle-aged king died from a blow on the
head; a child king died from polio.
APPLYING PROPERTIES OF
A WELL-WRITTEN TEXT

Reading and Writing Skills

 As a writer, it is important not
only to think about what you say,
but how you say it.
To communicate effectively, it is
not enough to have well
organized idea expressed in
complete and coherent
sentences and paragraphs.
One must also think about the
style, tone and clarity of his/her
writing, and adapt these
elements to the reading
audience.
Appropriate language increases
one’s credibility, strengthens his
argument and keeps his
audience.
 Major issues with appropriate
language use include levels of language
formality, deceitful language and
euphemisms, slang and idiomatic
expressions; using group-specific
jargon; and biased/stereotypical
language.
1. Concrete and Specific Language
2. Concise Language
3. Familiar Language
4. Precise and Clear Language
5. Constructive Language
6. Formality of Language
 CONCRETE AND
SPECIFIC LANGUAGE
Concrete language includes descriptions
which create tangible images with details
the reader can visualize.
 CONCRETE AND
SPECIFIC LANGUAGE
Abstract language is vague and obscure,
and does not bring to mind specific visual
images.
Example:

He is a bad roommate
He is lazy and discourteous
He is untidy and unclean
He doesn’t clean up his own messes
He leaves his dirty dishes on the kitchen
counter
The statements at the top can be
interpreted in many possible ways, and
leave many questions answered.

The statements at the bottom, which are

more concrete, are less open to multiple
interpretations.
 CONCISE LANGUAGE

A hallmark of effective writers is the

ability to express the desired
message in a few words as possible.
 CONCISE LANGUAGE

Good writers, in other words, use

language which is straightforward
and to-the-point.
 FAMILIAR LANGUAGE

This refers to the language which

the readers can easily recognize and
understand because they use it on a
regular basis.
 FAMILIAR LANGUAGE

One of the most important functions

of language is to build homophily or
a sense of commonality with one’s
readers.
 FAMILIAR LANGUAGE

By using this, the message is likely

to have more impact.
An assignment given to a class of business
students by their philosophy professor:
“The presently assigned paper
necessitates an eloquently articulated
analysis of the Existentialist perspective as
it pertains to contemporary living. You
should adumbrate the points which
represents the sine qua non of your
analysis.”
A letter sent to high school students warning
them of the risks of an unhealthy diet:
“Individuals who maintain a diet if high fat
content are exposed to an increased risk of
developing atherosclerosis, which is a buildup
of fat deposits on the inner walls of the
arteries. This condition can reduce or cut off
the flow of blood in the arteries serving the
major organs of the body. This can lead to poor
health.
 PRECISE AND CLEAR
LANGUAGE

The use of appropriate language is a

tricky matter because the meaning
of words is relative and situational.
 PRECISE AND CLEAR
LANGUAGE

This implies that words can be

interpreted in different ways by
different people in different
situations.
 PRECISE AND CLEAR
LANGUAGE

The more precise and clear one’s

use of language becomes, the fewer
the number of possible
interpretations for a message.
 PRECISE AND CLEAR
LANGUAGE

Clarity decreases the potential

misinterpretations
Examples:
1.Why the student body should
continue in this state of apathy is
not really understandable.

2.Our student body is dull and slack-

minded.
Examples:
1. Include your children when baking
cookies
2. Safety Experts Say School Bus
Passengers should be Belted
3. Bank Drive-in Window Blocked by Board
4. Killer Sentenced to Die for Second Time
in Ten Years
5. Eye Drops Off Shelf
 CONSTRUCTIVE
LANGUAGE

This phrases a potentially negative

message in a positive way.
 CONSTRUCTIVE
LANGUAGE

Destructive language directs blame

and criticism toward the reader,
creating defensiveness.
Reader’s are likely to become defensive when
the writer’s language expresses any or all of the
following:
 Superiority over the reader
 Indifference or apathy about an issue of
importance to the reader
 Negative evaluation or judgement of the reader
 Command or control over the reader
 Skepticism or doubt about the reader’s
credibility or the legitimacy of their claims
Boss to employee:
“Your job performance recently has
been unacceptable and there are no
excuses for it. You have claimed that you
are having some serious personal
problems, but even if it is true, you cannot
allow it to affect the quality of your work. If
your work doesn’t improve, I’ll have to
replace you with someone else.”
Student to instructor:
“You have confused me so badly with
your lectures that I don’t know what to do. I
am considering dropping out and taking the
class next quarter from Dr. Johnstone, who
can explain the information much more
clearly. I don’t want to drop out, but I have
never been so frustrated with an instructor
in my whole life.”
Instructor to student:
“I have never had a student who was
so confused with this material. Perhaps you
should take an easier course from an easier
professor. It makes no difference to me.”
 FORMALITY OF
LANGUAGE

The formality of the language one

use should match the formality of the
situation and the relationship
between the writer and reader.
Very Formal:
Exceedingly large segments of the
population are expressing their
discontent with medical practitioners
who appear to be more engrossed in
amassing financial assets than in
providing efficacious care to people
with health disorders.
Formal:
A large number of consumers are
complaining about medical doctors who
are apparently more interested in
making money than in providing
effective health care.
Informal:
A lot of people are unhappy with
their doctors who only seem to care
about how much money they make,
and not about giving their patients good
care.
MECHANICS
It describes the technical aspects of
writing. It specifies the established
conventions for words that you use
• Spelling
• Punctuation
• Capitalization
• Etc.
This element is as important as well-
developed story lines.
A piece of writing must look worth
reading such that it is not hard to
figure out what you are trying to say.