APPLYING PROPERTIES OF

A WELL-WRITTEN TEXT

Marian A. Habla
Subject Teacher
 “Bring the act of writing all of your craft, care,
devotion, lack of humbug, and honesty of
sentiment. 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.”
LET’S COMMUNICATE

• A well-organized piece of writing is not only CLEAR

but also LOGICAL and AESTHETIC.
1. ORGANIZATION

• Strong organization constitutes proper paragraphing

and logical order of presentations of ideas.
• Paragraphing is dividing a text into paragraph.
1. ORGANIZATION

Ostrom (1978)
…averred that it is a way of making visible to the
reader the stages in the writer’s thinking.
1. ORGANIZATION

• 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.
1. ORGANIZATION

Blakesley & Hoogeveen (2008)

…shed light on the nature of rhetorical situation. To
them, the FORM, LENGTH, STYLE and POSITIONING of
paragraphs will vary depending on the nature and
conventions of the medium (print or digital), the
interface (size and type of paper, screen resolution
and size) and the genre.
1. ORGANIZATION

“The rhetorical situation should always guide your use

of paragraphing. When you understand paragraph
conventions, your audience and purpose, your
rhetorical situations and your writing’s subject matter,
you will be in the best position to decide how to use
paragraphs strategically and effectively to teach,
delight or persuade with your writing.”
1. ORGANIZATION

• Paragraph 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.
1. ORGANIZATION

• Readers want to see how argument is advancing from

one point to the next.
• An unparagraphed page gives the reader the feeling
of hacking a way through a thick jungle without a
track in sight – not very enjoyable and very hard
work.
1. ORGANIZATION

• Basic well-organized paragraph (STTC)

1. Each paragraph must be build around a SINGLE idea
termed as the “CONTROLLING IDEA”
2. Create a topic sentence which is generally written as
OPENING sentence of the paragraph.
3. An appropriate TECHNIQUE must be employed to
develop the topic sentence/key idea.
4. Use appropriate CONNECTIVES between and within
paragraph.
COHERENCE AND COHESION

COHERENCE
…the rhetorical aspects of the writing, which include
developing and supporting the argument, synthesizing
and integrating readings, organizing and clarifying ideas.
COHESION
…focused on the grammatical aspects of writing.
COHERENCE AND COHESION

COHERENCE
• Summarizing the overall argument of an essay in the
introductory paragraph
• Presenting ideas in a logical sequence
• Putting separate, major points into separate paragraphs
• Beginning each paragraph with a ‘topic sentence’,
following by supporting sentences.
COHERENCE AND COHESION

COHESION
…the degree to which sentences are connected so that
the flow of ideas is easy to follow.

To achieve good cohesion, you need to know how to use

cohesive devices, which are certain words or phrases that
serve the purpose of connecting two statements, usually
by referring back to what you have previously written or
said.
COHESIVE DEVICES
Addition again, also, and, and then, besides, equally important, finally, first,
further, furthermore, in addition, in the first place, last, moreover, next,
second, still, too
Comparison also, in the same way, likewise, similarly.
Concession granted, naturally, of course
Contrast although, and yet, at the same time, but at the same time, despite that,
even so, even though, for all that, however, in contrast, in spite of, instead,
nevertheless, notwithstanding, on the contrary, on the other hand
Emphasis certainly, indeed, in fact, of course
Examples or after all, as an illustration, even, for example, for instance, in conclusion,
illustration indeed, in fact, in other words, in short, it is true, of course, namely
Summary all in all, altogether, as has been said, finally, in brief, in conclusion, in
other words, in particular, in short, in simpler term, in summary
Time Sequence after a while, afterward, again, also, and then, as long as, at last, at length,
at that time, before, besides, earlier, eventually, finally, formerly,
furthermore, further, in addition, in the first place.
LOOK AT THE PARAGRAPH AND ANSWER THE QUESTIONS

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 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 the 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 layer bandages.
QUESTIONS

• What is the topic sentence?

• Are the sentences that follow clearly related to the topic
sentence?
• Is the entire paragraph unified?
• Does it contain irrelevant details?
Now, compare and contrast the aforecited paragraph with this one. ITALICS
indicate pronouns and repeated/restated key words, BOLD indicates transitional
tag words and UNDERLINING indicates parallel structure.

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 layer 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
disease 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 the blow on the head; a child king died from polio.
 The paragraph is now more much more coherent.

The organization of the information ad the links between

sentences help the readers move easily from one sentence too
the next.

Notice how this writer use a variety of coherence devices,

sometimes in combination, to achieve overall paragraph
coherence.
READ THE THREE PARAGRAPHS & GIVE YOUR COMMENTS
ON HOW THE IDEAS ARE PRESENTED.

Paragraph 1
The hotel is famous. It is one of the most well-known
hotels in the country. The latest international dancing
competition was held at the hotel. The hotel spent a lot of
money to advertise the event. Because the hotel wanted to
gain international reputation. But not many people attended
the event.
READ THE THREE PARAGRAPHS & GIVE YOUR COMMENTS
ON HOW THE IDEAS ARE PRESENTED.

Paragraph 2
The hotel, which is one of the most well-known hotels in
the region, wanted to promote its image around the world by
hosting the latest international dancing competition.
Although the event was widely advertised, not many people
participated in the competition.
READ THE THREE PARAGRAPHS & GIVE YOUR COMMENTS
ON HOW THE IDEAS ARE PRESENTED.

Paragraph 3
The latest international dancing competition was held at
the hotel, which is one of the most well-known hotels in the
region. The hotel spent a lot of money on advertising the
event since it wanted to enhance its international reputation;
however, it failed to attract many people.
REWRITE THE PARAGRAPH TO MAKE IT MORE COHERENT.
USE APPROPRIATE TRANSITIONAL EXPRESSIONS.

The Human Resources department is developing a plan

to increase employee retention. Three employees resigned
from the accounting department last month. We had to hire
temporary staff to fill the positions until new accounting staff
could be hired. Many important accounting task went
unfinished. Employee retention has become a top priority for
Human Resources.
Certainly, employee retention has become a top
priority for Human Resources. Hence, the Human
Resources department is developing a plan to
increase employee retention. After all, three
employees resigned from the accounting department
last month and many important accounting task went
unfinished. Eventually, we had to hire temporary staff
to fill the positions until new accounting staff could be
hired.
LANGUAGE USE

• To communicate effectively, one must think about

their STYLE, TONE and CLARITY of his/her writing,
and adapt these elements to the reading audience.
• ANALYZING one’s audience and purpose is the key
to writing effectiveness.
LANGUAGE USE

• The writer must consider the OBJECTIVE of the

document, the CONTEXT in which it is being written,
and who will be reading it.
• APPROPRIATE language increases one’s credibility,
strengthens his argument and keep his audience.
LANGUAGE USE

• Major issues with appropriate language use

a. Level of Language Formality
Writing in a style that your audience expects
and that fits your purpose is key successful
writing.
LANGUAGE USE
• Major issues with appropriate language use
b. In-Group Jargon
Jargon refers to specialized language used by
groups of like-minded individuals. Only use in in-
group jargon when you are writing for members
of that group. You should never use jargon for a
general audience without first explaining it.
LANGUAGE USE
• Major issues with appropriate language use
c. Slang and Idiomatic Expression
Avoid using slang or idiomatic expressions in
general academic writing.
LANGUAGE USE
• Major issues with appropriate language use
d. Deceitful Language and Euphenisms
Avoid using euphemisms (words that veil the
truth, such as “collateral damage” for unintended
destruction of civilian and their property) and
other deceitful language.
LANGUAGE USE
• Major issues with appropriate language use
d. Biased Language
Avoid using biased language including language
with racial, ethic group, or gender bias or
language that is stereotypical.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE

• Concrete & Specific Language

Concrete language includes descriptions which
create tangible images with details the reader can
visualize.
Abstract language is vague and obscure and
does not bring to mind specific visual images.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE

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 SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE

• Concise Language
A hallmark of effective writers is the ability to
express the desired message in as few words as
possible. Good writers, in other words, use language
which is straightforward and to-the-point.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
(1) It is widely discussed by employees that many of them will
be forced to change jobs and take on new responsibilities
when the merger takes place between the two companies.

(2) Before making a decision about whether the person on trial

is guilty or innocent in this case, the members of the jury
should be sure to carefully think about, ponder and reflect
on all of the important ad relevant testimonies in the case.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE

• Familiar Language
Readers easily recognize and understand
because they use it on a regular basis. One of the most
important functions of language is to build a sense of
commonality with one’s reader.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following:

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.”
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following:

A letter sent to high school students warning them the risk of an

unhealthy diet:
“Individuals who maintain a diet of high fat content are exposed to
an increased risk of developing atherosclerosis, which is a buildup of fat
deposits on the inner wall 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.”
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE

• Constructive Language
…language phrases a potentially negative
message in a positive way, whereas destructive
language directs blame and criticism toward reader,
creating defensiveness.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Readers are likely to become defensive when the
writer’s language expresses any or all of the following:
1. Superiority over the reader
2. Indifference or apathy about an issue of importance to the reader
3. Negative evaluation or judgment of the reader (as oppose to neutral
descriptions or observations
4. Command or control over the reader
5. Skepticism or doubt about the reader’s credibility or the legitimacy of
their claims
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following examples.

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 this 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.”
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following examples.

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.”
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following examples.

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.”
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE

• Formality of Language
…one uses should match the formality of the
situation and the relationship between the writer and
reader.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following:

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 providing efficacious care to people with
health disorders.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following:

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.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider the following:

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.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE

• Mechanics
…describe the technical aspects of writing. It
specifies the established conventions for words that
you use – spelling, punctuation, capitalization, etc.
A piece of writing must look worth reading such
that it is not hard to figure out what you are trying to
say.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider this example below.

MEMORABLE STUDENTS

they are the memorable students in any class they participate fully in any
mischief they see no point in volunteering for extra jobs they delight in
distracting their classmates they take no pleasure in learning they are
never satisfied
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider this example below.

MEMORABLE STUDENTS
They are the memorable students. In any class, they participate fully. In any
mischief, they see no point. In volunteering for extra jobs, they delight. In
distracting their classmates. They take no pleasure in learning. They are
never satisfied.
THE SIX (6) CHARACTERISTICS OF
EFFECTIVE LANGUAGE
Consider this example below.

MEMORABLE STUDENTS
They are the memorable students in any class. They participate fully in any
mischief. They see no point in volunteering for extra jobs. They delight in
distracting their classmates. They take no pleasure in learning. They are
never satisfied.
TASK H-4.2

Visit
https://www.youtube.com/watch?v=8H8QRK-ex34
(on features of well written text). Present synthesis or
the content of the video clip.
TASK H-4.3
THINK OF THE BEST WAY TO ORGANIZE THE SET OF
SENTENCES BELOW. JUSTIFY YOUR ANSWER.
• Rewriting is something most writers find they have to do.
• They rewrite to discover what they have to say.
• They rewrite to discover how to say it.
• There are a few writers who also do little formal rewriting.
• They have capacity and experience.
• They create and review a large number of invincible drafts.
• They create and review in their minds.
• They do this before they approach the page.
TASK H-4.4

Think of a most pressing environmental issue. Make a

reaction paper on that issue.