MODULE 1 – WRITING ACROSS DISCIPLINES

Introduction:

In order for you to become proficient and fluent in using English language, it is essential
that you should develop the four then, now five macro skills namely, Reading, Writing,
Listening, Speaking, and Viewing. In this course, we will be focusing on the first two macro skills
mentioned hereof- Reading and Writing. In this module, we will focus on writing across
disciplines. The first part will delve on the different patterns of development in writing while the
second and third part will focus on the properties of written texts and the different kinds of
claims that are explicitly or implicitly made in a written text and the context which a text was
developed respectively.

Module content:

This module is divided into three lessons, namely:

Lesson 1: Pattern of Development In Writing Across Disciplines
Lesson 2: Properties of a Well- Written Text
Lesson 3: Context Development
Course Description:
The development of reading and writing skills as applied to a wide range of materials
other than poetry, fiction and drama

Lesson 1
PATTERNS OF DEVELOPMENT IN WRITING ACROSS DISCIPLINES

I. Content Standard

The learner realizes that information in a written text may be selected and organized to
achieve a particular purpose.

II. Performance Standard

The learner critiques a chosen sample of each pattern of development focusing on

information selection, organization, and development.

III. Most Essential learning Competencies:

In this module, you should be able to:

1. compare and contrast patterns of development of written texts across disciplines

IV. Specific Learning Outcomes:
In this lesson, you should be able to:
1. identify the characteristics of each patterns of development in writing;
2. apply the different techniques, strategies, or methods of writing; and
3. create a full-blown essay using the different patterns of development in
writing.
V. Pre – Assessment: DIRECTIONS: Match Column A to Column B. Write the letter of your
choice before the number.

Column A Column B
1. It is the act of telling a story, usually in some kind of A. Classification
chronological order. B. Definition
2. The purpose of it in writing is to convince or move readers C. Compare and
toward a certain point of view, or opinion. contrast
3. It is a method of paragraph or essay development in which D. problem-solution
a writer analyzes the reasons for—and/or the consequences of E. cause and effect
—an action, event, or decision. F. persuasion
4. The primary purpose of this writing is to describe a person, G. description
place or thing in such a way that a picture is formed in the H. Narration
reader's mind. I. Anecdote
5. A pattern in writing that divides information into two main J. Dialogue
sections, one that describes a problem and one that describes
a solution.
6. It is a rhetorical style that discusses the similarities and
differences of two or more things: ideas, concepts, items,
places, etc.
7. It explains what something is in comparison to other
members of its class, along with any limitations.
8. It is a method of paragraph or essay development in which
a writer arranges people, objects, or ideas with shared
characteristics into classes or groups.

VI. Lesson Map:

Narration

Persuasion
Description

PATTERNS OF
DEVELOPMENT IN
Problem - solution Definition
WRITING ACROSS
DISCIPLINES

Cause and effect Exemplification /

classification

Figure 1: The diagram above shows the eight different patterns of development in writing
Comparison and
across disciplines.
contrast

VII. Core Content:

ENGAGE: Reminiscing the past

Try to remember the last remarkable event of yours before the pandemic in which you
had to go outside the confines of your house. When was it? Where did you go? How long were
you out? Why did you have to go? How have you been after returning from that trip? Fill in the
table below to see a visual representation of this remarkable travelling stint of yours. Add
pictures if you so desire.

Event Date Event Event Purpose Event Event Aftermath

Location Duration

EXPLORE: Favorite Story

Activity 2:

What is your favorite story? List at least three (3) reasons why you consider that story your
favorite. Think of how you can persuade your classmates to read, and at the very least, like it as
well. Retell the story as if you are the author him/herself. Use the space provided below in
retelling the story. Let your imagination guide you in your retelling!
EXPLAIN:

PATTERN OF DEVELOPMENT IN WRITING

1. Narration
Narration is pattern of writing that tells a story of an event or an experience. You relate
a sequence of events which reveals something of importance (your main point), and all
other important events of your story (your supporting details) to bring it to life with a
detailed account of what happened- Who was involved in the event? When did the
event happen? Where did the event occur? What is the focus of your narrative? A
concluding statement that emphasizes the main point of your narrative is very
important to make sure that your readers understand the purpose of telling the story.
A narrative paragraph usually follows a chronological order.

Example:
When I was 11, my cousin and I discovered how much fun it was to play in the mud.
We would pretend to be making mud pies. Sometimes we would splatter each other in a
game of war. One day we imagined that we were pigs and flopped down on our backs in
a mud puddle. Then we had a contest to see who could make the most convincing oink.
My mother came home, caught wallowing, and threw a it. She said that we had gotten
our clothes filthy and would have to wash them ourselves. And then she made us do it,
too!

2. Description
Description is writing by painting a word picture of person, place, animal or thing
through sensory details to create a clear and vivid impression of the topic. Let your
readers see what you see, hear what you hear, smell what you smell, taste what you
taste and feel what you feel. A vivid description highlights the one feature that most
stands out about the topic which is the so called dominant impression. This becomes
the topic sentence of the paragraph and will guide you in choosing your supporting
details which can be 'objective' or ‘subjective'. Objective details are your factual
observation (what you see, hear and touch) on the subject based on its physical
attributes. Subjective details are your feelings or opinions about what you are
observing. Details in a descriptive paragraph are normally arranged in spatial order. To
end a descriptive paragraph, the concluding statement must reinforce the focus of
your description and the general impression you want your reader to put in mind.

Example:
My favorite possession is a hand carved wooden fox given to by one of my closest
friends. His ears stand straight up as if on the alert for guests. He holds his head high, proud
of his position in life. In his two front paws, he carries a little round crystal candle holder
containing a burgundy candle. The fox is painted a dark burgundy, and he stands on his
hind legs as if offering to light my way through the darkness. His tail trails along the ground,
and he looks as if, any minute, he could set down the candle and start dancing a waltz. He's
an elegant fox, and I never get tired of studying him.

3. Comparison and Contrast

Comparison shows the similarities and contrast tells differences among subjects-
 people, objects, places, animals, situations or ideas. Both subjects to be compared and
contrasted have to be identified clearly as you write the topic sentence, and need to
have enough in common as basis of comparison. In other words, the same points are
used to compare and contrast your two subjects. Supporting details of each point will
show your knowledge of both subjects which are in the same general class like two
pets, two movies or two friends. A comparison-contrast paragraph can either just point
out the similarities or differences, or it can tackle either using subject-by-subject
comparison (block pattern) or point-by-point comparison. In a subject-by-subject
comparison, all points about one subject are discussed and then all points about the
other subject. While in point-by-point comparison, each point for both subjects and
then to the next point are discussed. In concluding the comparison-contrast paragraph,
a reinforcement the main idea, restatement of the main idea or writer's preference on
what should be done are used to end emphatically the paragraph.

Example 1(subject-by-subject comparison):

My brother and I share a love for the outdoors. Every spring my brother plants a
vegetable garden full of tomatoes, green beans, and corn. Outside his front door is a flower
garden with perennials and annuals. His favorite flowers are salvia, hollyhock, and
periwinkle, In summer my brother leaves his garden and heads for the beach. He swims in
the ocean for exercise and recreation. Whenever he can, he takes out his sailboat for a
cruise. Not even the cold winter weather keeps him from a life outdoor activity. He takes
regular ski trips. When he tires of skiing, he finds a frozen pond for ice-skating. Like my
brother, I plant vegetable and flower gardens. I love a wide variety of flowering plants
including my brother's favorite flowers-salvia, hollyhock and periwinkle. I, too, love the
beach. Swimming is relaxing and takes me away from my everyday stresses. I like to feel
the wind in my face as I cruise on a sailboat. In the winter I join my brother whenever I can
on his ski trips. I have even tried ice skating though I have fallen many times. I am glad that
my brother and I both appreciate the joys of outdoor activity.

Example 2 (point-by-point comparison):

My brother and I have different spending habits. This difference is apparent in the
grocery store. When my brother shops for groceries, he never carries a shopping list or
coupons. He just buys what looks good to him that day. However, when I enter the grocery
stores, my shopping list and coupons are always with me. Our attitude toward buying
electronic gadgets differs as well. My brother loves to buy electronic gadgets as calendars
and telephone directories, but he never compares prices at various stores. I, on the other
hand, rarely buy electronic gadgets. When I do, I never purchase one without comparing
the prices from the same way either. When my brother shops for clothes, he does not have
any overall wardrobe plan, and he never even looks at the price tag. He figures if he likes
the clothes, the price should not matter. Unlike my brother, I know my wardrobe needs
and buy clothes accordingly. However, I rarely pay full price: I always head for the sales
racks. I cannot understand how my brother, the impulsive shopper, and I, the bargain
hunter, could be raised in the same family and have such varying spending habits.

4. Cause and effect

Cause and effect paragraphs are written to help your readers understand why
something happened or is happening, and how one thing affects something else. A
cause is what made an event or particular thing happen. An effect is what happens as a
 result of the event. In a cause and effect paragraph, a causal relationship must exist
which means one event actually caused another event and did not just come before it
in time. The importance of the causes and effects to be discussed must be considered.
A cause and effect paragraph explains either the causes of a situation or event, or the
effects of it, but does both in the same piece of writing. Details are usually arranged in
climactic order- for example, from least to most important.

Example1:
(The example paragraph below examines the causes as the topic sentence identifies the
problem (effect) that is to be discussed.)

Newspapers are folding. Paper costs are high but loss of literate readers is much higher.
Forty-five percent of adult citizens do not read newspapers. Only 10 percent abstain by
choice. The rest have been excluded by their inability to read. Even the most distinguished
daily papers are now written at an estimated tenth-grade level. Magazines such as the
Nation, New Republic, Time, Newsweek, and the National Review are written at a minimum
of twelfth-grade level. Circulation battles represent a competition for the largest piece of a
diminished pie. Enlargement of that pie does not yet seem to have occurred to those who
enter these increasingly unhappy competitions. The only successful major paper to be
launched in the last decade, USA Today, relies on a simplistic lexicon, large headlines, color
photographs, and fanciful weather maps that seek to duplicate the instant entertainment
on TV.

Example1:
(Here is another paragraph that will discuss effects with a topic sentence that identifies the
cause of the problem)

Professional athletes are sometimes severely disadvantaged by trainers whose job is

to keep them in action. The more famous the athlete, the greater the risk that he or she
may be subjected to extreme medical measures when injury strikes. The star baseball
player whose arm is sore because of a torn muscle or tissue damage may need
sustained rest more than anything else. But his team is battling for a place in the World
Series; so the trainer or team doctor, called upon to work his magic, reaches for a strong
dose of but a zolidine or other powerful pain suppressants. Presto, the pain disappears!
The pitcher takes his place on the mound and does superbly. That could be the last
game, however, in which he is able to throw a ball with full strength. The drugs didn't
repair torn muscle or cause damaged tissue to heal. What they did was to mask the
pain, enabling the pitcher to throw hard, further damaging the torn muscle. Little
wonder that so many star athletes are cut down in their prime, more the victims of
overzealous treatment of their injuries than of the injuries themselves.

5. Definition
Definition tells what a word means to have a clear understanding of any word
especially technical words, slang and specialized words used in the paragraph. A
definition paragraph includes the three components of a formal definition which are
term to be defined, the general class to which the term belongs, and the
characteristics that make the term different from all other terms in that class. Its topic
sentence identifies the term to be defined, and the rest of the paragraph develops the
definition by examples, by outlining a process, or by using one or more of the patterns
 of development. Defining by negation, that is telling what the term is not, can also be
used.

Example
Many businesses allow business casual dress on Fridays; other permit it all the time. As a
result, more and more people are finding themselves asking, “What is business casual?”
Broadly speaking, business casual means dressing professionally but also looking relaxed.
For women, this is usually means we caring a skirt or slacks with a blouse or sweater. For
men, it means no tie- and certainly no suit. Khakis and a short-sleeved knit shirt are popular
in the summer; in other seasons, men wear a jacket over a shirt left open at the collar.
Business casual, however, is not a license for being sloppy or dressing inappropriately. In
other words, it does not mean wearing shorts, low-cut skirts, tank or halter tops, sandals,
flip-flops, jeans, or T-shirts.

6. Classification
Classification is another type of paragraph development that involves sorting of
items(people, things, ideas) into categories. The topic sentence of a classification
paragraph states the topic being classified and how it is being classified. Each of the
categories must differ from each other with distinct information which will be sorted
accordingly. Supporting details are examples of the categories into which the topic has
been sorted. Chronological, Spatial and Climactic orders may be used for this type of
paragraph.

Example:
Test questions generally fall into two categories, depending on how they are answered:
objective and subjective. The first kind, objective questions have definite right and wrong
answers. Multiple- choice, matching, and fill-in-the-blank questions are objective. Although
they can be tricky because of their wording, most students prefer objective questions,
particularly multiple choices and matching. The answers are already there, and the student
just has to choose the right ones. The questions in the second category are tougher.
Subjective test items, such as short-answer and essay questions, have no single correct
answer. There is a range of p0ssible responses. Students have to know the information in
order to answer each question, and they have to present it in their own words. For most
people, the more concrete, objective questions are less intimidating than the subjective
ones. You can make a lucky guess on an objective question, but a subjective question
doesn't offer much hope for a student relying on dumb luck.

7. Problem- solution
Problem-solution is a type of writing that identifies a problem and proposes solutions,
and persuades your readers that the problem has to be addressed. Your problem-
solution essay begins by identifying the problem to your reader and by conveying to
them the importance of solving the problem. Inform them about the problem.
Evidences must be presented in the body part of the essay to show the existence of
the problem. Then persuade them that a possible solution must be done. In the
concluding part, your readers must be reminded of the problem and the solution, thus,
a forceful question to reinforce the urgency of addressing the problem must be stated.
A climactic order is normally used for developing the essay.

Example Essay:
 The enormous growth in the use of the internet over the last decade has led to radical
changes to the way that people consume and share information. Although serious
problems have arisen as a result of this, there are solutions. One of the first problems of
the internet is the ease with which children can access potentially dangerous sites. For
example, pornography sites are easily accessible to them because they can register with a
site and claim to be an adult. There is no doubt that this affects their thoughts and
development, which is a negative impact for the children and for society Another major
problem is the growth of online fraud and hacking. These days, there are constant news
stories about government and company websites that have been hacked resulting in
sensitive information falling into the hands of criminals.

It is important that action is taken to combat these problems. Government should

ensure that adequate legislation and controls are in place that will prevent young people
from accessing dangerous sites, such as requiring more than simply confirming that you are
an adult to view a site. Parents also have apart to play. They need to closely monitor the
activities of their children and restrict their access to certain sites, which can now be done
through various computer programs. Companies must also improve their on-site IT security
systems to make fraud and hacking much more difficult by undertaking thorough reviews
of their current systems for weaknesses.

To conclude, the internet is an amazing technological innovation that has transformed

peoples fives, but not without negative impacts. However with height action by individuals,
governments and businesses, it can be made a safe place for everyone

8. Persuasion
Persuasion is writing that takes a stand on an issue and also examines opposing
viewpoints. Evidences to support your position about an idea or issue must be
presented to convince your readers. Your evidences must include the following:
statement of facts, statement of opinion, statistics, and first-hand experience and
observations. A forceful statement that briefly acknowledges your opposition, restates
your position, reinforces your reason for your position, calls to action or states a
prediction can conclude your persuasive paragraph.

Example:
Immigration contributes to the overall health of the American economy. Despite
recent concerns expressed about illegal and some legal immigration to the United
States, this country has largely benefited from the skills, talents, and ambition that
immigrants bring with them. American businesses gain from a good source of
affordable labor, while towns and cities are revitalized by immigrant families who
strengthen communities through civic participation and the generation of new
economic activity. The United States must continue to welcome new arrivals and help
those who are already here; otherwise, the country will lose the advantages it has over
other industrialized countries that compete against us in the global marketplace and
seek to recruit from a vast pool of unskilled and skilled global workers.

EXTEND:

Directions: Utilizing one or more of the patterns of development in writing is possible. For
this activity, write at least three paragraph essay for the situation below. Your essay will be
evaluated based on the following criteria:
 Criteria:
Content and organization-------------------------------------30
Development of ideas------------------------------------------20
Language (Grammar)------------------------------------------20
Dynamics(meeting the requirements )--------------------20
100 %

Interview an Overseas Filipino worker (OFW). However, face-to-face interview is discouraged

due to CoViD-19 pandemic. You can carry out your interview through other means such as
reaching them through phone, social media or any other means you can think of. Ask them
about why they decided to work abroad, how they coped with the environment abroad and
being away with their family for a long time and how they feel whenever they return home.

EVALUATE:

Direction: Based from the essay you made in the previous activity, answer the following
questions below.
1. What are the main idea and supporting ideas of your essay?

Main idea:

Supporting idea/s

2. What patterns of development have you used? Cite evidences from your essay.

VIII. Topic Summary:

 Narration is the act of telling a story, usually in some kind of chronological order.
 The purpose of persuasion in writing is to convince or move readers toward a certain
point of view, or opinion.
 Cause and effect is a method of paragraph or essay development in which
a writer analyzes the reasons for—and/or the consequences of—an action, event, or
decision.
 The primary purpose of descriptive writing is to describe a person, place or thing in such
a way that a picture is formed in the reader's mind.
 Problem-solution is pattern in writing that divides information into two main sections,
one that describes a problem and one that describes a solution.
 Compare and contrast is a rhetorical style that discusses the similarities and differences
of two or more things: ideas, concepts, items, places, etc.
 Definition explains what something is in comparison to other members of its class, along
with any limitations.
 Classification is a method of paragraph or essay development in which a writer arranges
people, objects, or ideas with shared characteristics into classes or groups.
IX. Post-Assessment:

Direction: Identify what pattern of development is appropriate to develop the following

topics. Write your answer after the topic.
1. A portrait of your sister
2. A memorable summer vacation in Japan
3. What is love?
4. Types of mail you receive
5. Free medical care is right, not a privilege
6. How fast-food chains differ from diners
7. The meaning of poltergeist
8. PBA then and now
9. Why teenagers drink?
10. How to eradicate drug addiction?

X. References:
Books/PDF:

Ibona, L. M. R. , et al.(N.D.). Headway: Read, Think, and Write: A Comprehensive Worktext in

Reading and Writing for Senior High School. SoLINE Publishing Company Inc.: Cebu City

Peña, A. R. S. & Anudin, A.G. (2016). Reading and Writing. Vibal Group Inc.:Quezon City

Lesson 2
PROPERTIES OF A WELL-WRITTEN TEXT
I. Content Standard

The learner realizes that information in a written text may be selected and organized to
achieve a particular purpose.

II. Performance Standard

The learner critiques a chosen sample of each pattern of development focusing on

information selection, organization, and development.

III. Most Essential learning Competencies:

In this module, you should be able to:
1. evaluate a written text based on its properties(organization, coherence and
cohesion, language use, and mechanics);
IV. Specific Learning Outcomes:
In this lesson, you should be able to:
1. identify the properties of well-written text; and
2. determine the functions of each property in a text
V. Pre – Assessment: DIRECTIONS: Match Column A to Column B. Write the letter of
your choice before the number.

Column A Column B
1. Sticking or holding ideas together a. Body
2. Helps the reader follow the complete and logical b. Chronological order
development of thoughts in a written text c. Coherence
3. Tone, style and clarity of your writing to d. Cohesion
communicate effectively e. Comma
4. Continuity that exists between one part of the text f. Concise language
and another g. Language use
5. Consists of many sentences which are supporting h. Organization
details of the main topic i. Period
6. Details are arranged through movement in space j. Repetition
7. Focus on the main idea by repeating a key word or k. Spatial order
phrase l. Transitions
8. Links the sentences of a paragraph together
9. Use of the fewest number of words possible
10. Used to separate all elements in a series

VI. Lesson Map:

Organization Coherence

Properties of
Well-Written
Mechanics Text
Cohesion
 Language Use

VII. Core Content:

Engage
Direction: Analyze what idea or story is depicted in the photos below. Compose a
paragraph with only 10 sentences about them.

Explore:
Direction: Based from your composition above, answer the following questions:
1. What is the paragraph all about?

2. What are the sentences /details that support the topic of the paragraph?

3. How are these sentences/details arranged in the paragraph?

4. What words/ phrases are used to connect the ideas/sentences in the

 paragraph?

Explain: Filling In The Knowledge Bank

Properties of a Well-Written Text

A. Organization
 It provides the readers a structural framework that will guide them on what to
have in text.
 It helps the reader to follow the complete and logical development of thoughts
in a written text.
 Three major parts in organizing a paragraph:
1. Introduction- it captures the attention of the readers and establishes the
importance of the topic the readers are about to read. It gives the
necessary background information and provides bridge from the opening
sentences to the topic sentence which may be positioned in the middle, or
at the end of the paragraph.
2. Body- it is the longest part of the composition as it consists of the
supporting details of the main topic. These sentences (supporting details)
give specific details, factual information, concrete examples or illustration
to support, prove or explain the main idea of the paragraph. It may also
contain interpretation to explain the supporting details, and to show how
these details relate to the point of the paragraph. The body of the
paragraph may be organized through any of the orders below:
a. Chronological Order- the details are arranged as they actually
occurred in time. It is also used in process analysis paragraph as you
describe or explain, according to occurrence, how something works
or happens. It is commonly used in narration.
b. Spatial Order- this paragraph development describes a person, thing
or place. Details are arranged through movement of space
systematically from a starting point to other features, or the simple
physical position or relationships. It is commonly used in description,
but can also be applied in examples, comparisons, and classifications.
c. Deductive Order- this paragraph development arranges details from
general to specific. It begins with an overall discussion of the subject
then fills in the details, facts, examples, and other supporting details.
d. Induction Order- this paragraph development arranges details from
specific to general. It provides the support first, and then draws a
conclusion from it.
e. Climactic Order- This paragraph development arranges details
according to importance that is from least to most important, or from
most important to least important
2. Conclusion- it closes the issue being discussed, ends the paragraph, and
aims to convince the reader that all most important arguments about the
topic have been tackled. It summarizes the connections between details or
information covered in the body part of the paragraph and the topic
sentence
Example:

It seemed like an ordinary day when she got up that morning, but Lynda was about to embark
on the worst day of her life. First, she fell in the bathtub because her mother forgot to rinse out
the bath oil. Then she spilled orange juice on the outfit she had spent hours putting together for
school pictures. When she changed, she messed up the French braid her mother had put in her
hair. As she walked out the door, she dropped all of her school books and her math homework
flew away. Once she made it to the car she thought everything would be alright. She was
wrong; her father didn’t look before he backed out of the driveway and ran into neighbor’s
truck. Lynda’s side of the car was damaged the most, and she ended up with a broken arm. That
night, she cried herself to sleep.

Question:

1. How did the author introduce the story?

2. What kind of order I utilized in the story?

3. What can you say about the story, specifically, its organization?

B. Coherence
It pertains to the sentences that solely support the main idea of the paragraph.
It relates to the paper’s structure, as to what holds the sentences together to
keep them from falling apart, and establishes a relationship between the ideas
presented in a paragraph
C. Cohesion
It expresses continuity that exists between one part of the text and another. It
occurs where the interpretation of some element in the discourse is dependent
on that of another. To achieve coherence, the following cohesive devices are
applied in writing:
1. Repetition- the use of it is to focus on the main idea by repeating a key
word or phrase. This is to keep you as a writer as well as your readers on
track on the idea being discussed.
2. Synonyms-it is to use words with the same meaning in the sentence. This
can keep you as a writer and also your readers mindful of the connections
between sentences.
3. Pronouns- the use of pronouns is to replace the nouns with words like
he, she, it, they, we, us, him, or them.
4. Transition-it is to use a transition word or phrase that links the sentences
of a paragraph together. This guides the readers with the movement of
an idea from one sentence to the next sentence or the relationships
among ideas.
Example: therefore, again, also, besides, accordingly, afterward, as long
 as, indeed, for example, for this reason, in addition, etc.
D. Language Use
In writing, you should consider your tone, style and clarity of your writing to
communicate effectively. As you write, think “What words would I say?” and
“How would I say it?” The following elements of the effective language should be
used in writing:
1. Concise language
It is the use of fewest numbers of words possible. To achieve this, you must
use short, simple sentences and active verbs. Get to the point to
communicate effectively without sacrificing clarity and completeness.
Include only what the reader needs to know and omit excessive adjective
and adverbs. Eliminate redundant or lengthy words or phrases.
2. Concrete language
It is to use concrete words rather than abstract words which are ambiguous. You
must choose the right words that most express your meaning or specific words to
clarify ideas and images. Use concrete words which descriptions can lead the
readers visualize through details or bring to the readers specific visual images. To
be concrete is to be clear, firm and unchanging based on our senses: sight, touch,
sound, smell and taste. Abstract words are concepts, ideas, qualities, emotions
and process which can draw many and different interpretations, while concrete or
specific words are easily imagined and are less open to multiple and various
interpretations. The first sentence of each set uses the abstract or vague terms,
while the second sentence has the concrete and specific words.
3. Common Language
It is to use common words in writing which are easily understood and recognized
by the readers. They are common because they are used most of the time. They
usually work well as they bring in the right meaning that you wish to convey with
your day-to day vocabulary which is the same as your reader's vocabulary.

4. Precise and Clear Language

It is to give your readers clear and precise word imagery to make your writing
easier to understand and to follow. Precise and clear language like a vocabulary of
precise nouns and vivid verbs help you create strong mental pictures for your
readers and this will eliminate confusion and wordiness. Words can be interpreted
in different ways and it is for this reason that you must have a precise and clear
language and their potential interpretations
Example: We are endeavoring to construct a more inclusive society.
We're going to make a country in which no one is left out. (Revised)
E. Mechanics
1. Capitalizing Proper Nouns
Proper Nouns are particular names of person, animal, place, object, or idea.
2. Using Minor Punctuation Marks
Punctuation marks are important in every structure. Each punctuation mark has
its function like a period for a statement, a question mark for an interrogative
sentence, and an exclamation point for an exclamatory sentence. There are also
other punctuation marks such as:
 The comma is used to separate all elements in a series.

Example: My cousin loves pizza, fried chicken, cakes and ice-cream

 The apostrophe which is used in two situations: to form a contraction, and

 to form the possessive form of a noun or an indefinite pronoun.
Example: I'm happy to see my old friends in the mall. (forming contraction)
Karl's laptop is new. (forming possessive)
 The semicolon is used to join two complete sentences only.
Example: Many students are in the library; they study for the final examination.
 Additional punctuation marks which are used to set off material from the
rest of the sentence are:
 The colon is used to introduce a quotation, an explanation, a clarification, or
an example, and to introduce a list.
Examples: The leader reminded the team: "Honesty is the best policy."(to
introduce a quotation)
He has only one reason in mind in joining the contest: to gain
confidence.(to introduce an explanation)
They are the best players in the team: Dominic, Matthew and Benedict
(to introduce a list)
 The dash is used to emphasize information by setting it off from the rest of
the sentence.
Example: He is John Santos- the class President.
 The parentheses are used to present material that is not essential part of the
sentence
Example: Atty. Jane A. Cruz (the mother) defended her daughter in an interview.
3. Punctuating Direct Quotations
A direct quotation is the direct speech or exact words of the speaker or writer Direct
quotations are always placed within quotation marks.
Example: Dennis asked his classmate, "Have you been to Tokyo Disney Land?”
4. Setting Off Titles of Books, Stories, and Other Works
Titles aside from having the first letters of all important words are capitalized, can be
typed in italics or enclosed in quotation marks
Example: Books: How to Train Your Dragon
Newspaper: Philippine Daily Inquirer
Short stories: "The Tell-Tale Heart"
Songs: “Thinking Out Loud”

EXTEND
Direction: In an essay, compare and contrast your life before and after pandemic. Use the
questions below as your guide in composing your essay. Your essay will be evaluated based on
these criteria:
Criteria:
Content and organization-------------------------------------30
Development of ideas------------------------------------------20
Language (Grammar)------------------------------------------20
Dynamics(meeting the requirements )--------------------20
100 %

Note: You are not supposed to answer the questions by individual number. Remember that these are
just your guide questions and should be addressed accordingly. It’s up to you how will you organize
your essay.

1. What were the major changes that have happened?

2. What did you and your family do to help the government fight against the spread of
Corona virus?
3. How did you cope with the situation?
 4. Did the pandemic change your view in life? How?

Evaluate:

Evaluate:

Direction: Explain the following questions comprehensively.

1. Is it necessary to consider all the properties in writing mentioned in the lesson? Why?

2. How did this lesson change your perspective in writing?

VIII. Topic Summary
 The properties of a well-written text include organization, coherence, cohesion,
language use, and mechanics.
 Organization, coherence, and cohesion has something to do with the logical sequence
and connection of ideas to the main topic
 Language use and mechanics have something to do with the technicalities in writing
such as grammar, choice of words, and appropriateness of terms used to convey the
idea presented.
IX. Post-Assessment
Direction: Identify what properties/concept is being described in the following. Write
your answer before the number.
1. Consists of many sentences which are supporting details of the main topic
2. Continuity that exists between one part of the text and another
3. Details are arranged through movement in space
4. Focus on the main idea by repeating a key word or phrase
5. Helps the reader follow the complete and logical development of thoughts in
a written text
6. Links the sentences of a paragraph together
7. Sticking or holding ideas together
8. Tone, style and clarity of your writing to communicate effectively
9. Use of the fewest number of words possible
10. Used to separate all elements in a series
X. Reference

Book:

Ibona, L. M. R. , et al.(N.D.). Headway: Read, Think, and Write: A Comprehensive Worktext

in Reading and Writing for Senior High School. SoLINE Publishing Company Inc.: Cebu
City

Peña, A. R. S. & Anudin, A.G. (2016). Reading and Writing. Vibal Group Inc.:Quezon City