RWS Lesson 1 T1 Mechanics (Capitalization)

Hello dear Icean, good day. I hope you are doing great in your lessons. We are now in the third chapter
of our lesson in Reading and Writing Skills. And in this chapter, we will explore more of purposeful
reading and writing, and the different considerations of formal writing.
In this video, we will learn more and deeper on the rules of capitalization as part of the mechanics of
writing.

Please refer to your module on pages 21 and 22 and do not forget to take down important notes as you
watch and learn from this video. Let us begin.

Our objective in this lesson is to identify the rules of capitalization and to write a text applying the rules
of capitalization.

Part of the structure of the English language in writing is the rules of capitalization, and it is very
important to any writing activity.

As a writer, give at least 3 reasons why we need to capitalize certain words in a composition. Answers
must be in complete sentences.

We know that it is very important for us to know when to use capital and lower-case letters in writing.
But sometimes, knowing to do so can be confusing.
As we learn about the general rules of capitalization, please study carefully and familiarize the rules.
First, of course, we should capitalize proper nouns, wherever they are in a sentence or titles.
And, we must also capitalize proper adjectives, or those adjectives that are derived from proper nouns
like from the proper noun Philippines to a proper adjective Philippine, for example, the eagle of the
Philippines or Philippine eagle. We also have other proper adjectives like African, Japanese, Chinese,
and so on.
In addition, capitalize also the first word of a direct quotation that is a complete sentence. Remember
that a direct quotation gives the speaker’s exact words. Example: My little brother asked “Why can’t I
go too?” Here, the first word in the quotation is capitalized.

Those are only some of the capitalization rules. Please study further all the rules indicated in your
module on pages 21 and 22.
After familiarizing the rules, apply what you learn by correcting the sets of sentences applying the
correct use of capitalization. Read the directions carefully upon answering.

That is all for this lesson. Please do apply what you learn not only in this lesson but also throughout
your writing activities, especially in research writing.
Get ready for another writing and reading activities in the succeeding lessons. Remember that a
motivated learner is always an ideal learner. See you in the next learning activity! Goodbye!

RWS Lesson 1 A1 The Writing Process

Hello dear Icean, good day. I hope you are doing great in your lessons. In this video, we will learn
more on the writing process. We have been learning of the writing process before, in the subject
English for academic and professional purposes. Now, it will surely help us to write a coherent,
effective, and purposeful writing, for we are already mastering the structure of the writing process.

Please refer to your module on pages 22 and 23 and do not forget to take down important notes as you
watch and learn from this video. Let us begin!

Our objective in this lesson is to explain the components of a good writing and apply them in writing a
composition.

As we begin, What does it mean by the statement, “Good writers must first be good readers”? Explain.

We all know that writing is a process because when one writes, the ideas go through a series of changes
before the written text is finalized.
Remember that there are five steps in writing process.
First, we have the pre-writing process. In writing, important planning is done in this stage. As a writer,
we determine our purpose in writing, the intended readers, and our topics. Also, in this stage, we
narrow our topic, and choose our thesis or the controlling idea of our chosen theme.
Then, we have drafting. In this stage, we turn the notes and sentences into a paragraph. As we have
known before, our paragraph as a draft must have the three important parts—the introduction, body,
and conclusion. The conclusion must be strong enough to grab the readers attention, and it must include
the thesis or the controlling idea. The body develops the controlling idea and presents details that
support the idea, here, we can now write using the different patterns of paragraph development like
spatial order, time order, cause-and-effect order, and others.
In the conclusion part, we usually restate the thesis and summarize the most important concepts of our
paper. Then that’s’ it.

Okay, Provide a strong thesis statement based on any of these topics: E games as sports, Freedom of
Expression, Online Learning Delivery. Make sure that your thesis statement is a complete sentence and
must be based on your own idea as a writer.

Next to drafting, we have revising. In this stage, we as the writers go through our papers, the draft
which contains the introduction, body, and conclusion of our paper, and see how well the purpose and
the issue or ideas have been presented. In this part also, we add or omit ideas that do not support our
thesis, or are just redundancy. We also make sure that we use figurative language or expressions that
convey our intended meaning.
Then, we have the editing or the proofreading stage. Here, we check the accuracy of facts and evidence
of our ideas, and we correct errors in spelling, grammar, usage, and mechanics such as punctuation and
capitalization.

Lastly, we have the publishing stage. Your paper will be produced in this stage and will be presented to
an audience.
How does the stages or writing process make us to be effective writers? Explain by citing examples or
illustrations.

Again, that’s all for this lesson. Get ready for the writing activity applying the writing process in our
next lesson.
I hope that you already master writing your thesis statement, and presenting your ideas with supporting
details. You were able to provide outline of a particular topic. And with this lesson, I believe you can
already write effectively and purposefully.

See you in the next learning activity. Remember to apply what you learn. A motivated learner is always
an ideal learner. Good bye!

RWS Lesson 1 P1 Applying the Writing Process

Hello dear Icean, good day. I hope you are now prepared to apply what you learned on the writing
process. I believe that when you integrate what you learned from the previous lessons like the
paragraph development or orders, the writing mechanics, the factual presentations of ideas, the
transitional devices, the parts of a composition such as the introduction, body, and conclusion, and the
stages of writing, you can already write effective, compelling essay.

Please refer to your module on page 23. Let us begin!

Your objective in this lesson is to write a composition applying the different techniques and following
the writing process.

Okay! This is your learning activity in this lesson. Answer the Test yourself part on page 23. Please do
read the direction carefully. I know I can count on you answering this activity with your utmost
honesty. I encourage you to perform some research tasks to support your essay but please cite the
sources of what you quote. Your answer will be evaluated using this rubric.
Organization, Structure and Coherence- 10
Introduction- 5
Body-10
Conclusion-5
Language and writing conventions- 10

That is all for this lesson. The moment is yours now. Write coherently and effectively.
Remember that your answers are always appreciated, and that they really represent you learning.
A motivated learner is always an ideal learner.
See you in the next learning activity. Good bye!

RWS Lesson 1 T2 Components of Good Writing

Hello dear Icean, good day. I hope you are doing great in your lessons. In this video,
In this video, we will learn and explore more about the components of good writing. We will master the
what’s and how’s of effective writing focusing on the paragraph.

Please refer to your module on page 23 and do not forget to take down important notes as you watch
and learn from this video. Let us begin.

Our objective in this lesson is to explain and apply the components of a good writing particularly in
developing the paragraph exhibiting unity, coherence, and emphasis.

I know you have been writing essays, and I believe that you are already familiar with the different
principles in writing. As we begin, explore ideas on this:

What does this statement imply: “A professional writer is an amateur who didn’t quit.”? Explain.

Remember that a piece of good writing is composed of an interesting introduction and effective
paragraphs, transitions, elaborations, and conclusion.

You have already learned about an effective introduction. And as a review,

what factors contribute to an effective introduction? Explain.

We know that a paragraph is made up of sentences that work together to develop an idea or accomplish
a purpose. It is important, therefore, that you paragraph should exhibit unity, coherence, and emphasis.
We know that a paragraph has unity when all the sentences support an explicit or implicit main idea.
For example, when you write a sentence in a past tense, you must be consistent in using past tense. But
there are exemptions in this rule. We will know them deeper in our next lesson.
Then, we have coherence. We already know that a paragraph is coherent when all the sentences are
related to one another.
Lastly, we have emphasis. A paragraph is empathic if the main idea stands and is highlighted by the
supporting ideas. For example. If your main idea is about the importance of education, your supporting
ideas will always point to or heighten the main idea, so to make that main idea more emphasized in
your paragraph.

Apply the principle in emphasis. Write a main idea about the topic “Watching on Netflix.” And then
provide at least three supporting ideas that will make the main idea more emphatic. Follow this format
as you write your answer.

Of course, we have also learned about transitions, or cohesion in paragraph. In order for us to write a
connected, logical paragraph, we must use transitional devices based on the organization of paragraph
we write.

To apply this principle, answer the short activity that comes with your video lessons. Read the
directions carefully.

Lastly, we have elaboration and conclusion. Elaboration means that when writing a paragraph, you
must explain further your main idea by providing examples, descriptions, statistics, facts, and many
others. Conclusion, on the other hand, is the summary or restatement of your thesis statement. It can be
a question, an opinion, or a recommendation.

Again, that’s all for this lesson.

Remember to always apply what you learn and keep familiarizing the different components of good
writing.
A motivated learner is always an ideal learner. See you in the next learning activity. Good bye.

RWS Lesson 1 A2 Understanding Unity, Coherence, and Emphasis

Hello dear Icean, good day. I hope you are doing great in your lessons. In this video, we will learn
more on the components of good writing focusing on unity, coherence, and emphasis.

Please watch this lesson video attentively and do not forget to take down important notes. Let us begin!

Our objective in this lesson is to identify unity, coherence, and emphasis in sentences, and apply the
three in writing a sentence.

We know that writing a composition is likened to constructing a building. For a building to be strong,
all its parts—the building blocks—should be of quality materials. Similarly, for a composition to be
effective, its component parts—the sentence—should be error free.

Remember that effectiveness in writing depends upon more than grammatical correctness. And from
this point of view, a sentence has three essential requirement or elements: unity, coherence, and
emphasis.
First, there should be unity of tense. To attain this, do not shift awkwardly between the present and the
past tense. If you start writing in the present tense, continue writing in this tense. If you start writing in
the past tense, continue writing in this tense. For example: The staff nurses are having a conference
when the guest arrived. There is inconsistency of tense. To make it consistent, we write: The staff
nurses were having a conference when the guest arrived.
Another, if you begin a sentence in the present tense, shift to the past tense or present perfect tense
when you begin to write about past action. For example: To a large extent, we remember Dr. Jose Rizal
because he is a man of principle. To make it consistent, we write: To a large extent, we remember Dr.
Jose Rizal because he was a man of principle. Another example: He always goes to the province on
vacation because he loves the place since childhood. To make it consistent, we write: He always goes
to the province on vacation because he has loved the place since childhood.
Another rule, we must use the perfect tense to indicate that one past action occurred before another past
action. For example: The teacher double-checked the results of the students’ examination because she
made an error. To be consistent, we write: The teacher double-checked the results of the students’
examination because she has made an error. Another example: The president made his decision before
he presented it to the senate. To make it consistent, we write: The president had made his decision
before he presented it to the senate.
Another rule for the unity of tense is we must use the future perfect tense to indicate that an action in
the future will occur before another future action or point of time. For example: By next week, we
will finish half of the book. To be consistent, we write: By next week, we will have finished half of the
book.

Another, we have sentence coherence. We know that a sentence is coherent when the parts follow one
another in an order which makes their relationship clear. To attain coherence in sentences, we must
bear in mind the order of modifiers. Modifiers must be placed as close as possible to the words they
modify. For example Lea wore her new dress which her mother bought in Spain. The clause modifier
which her mother bought in Spain clearly modifies the word dress because the modifier comes
immediately after the word dress.
Another, we must avoid dangling modifiers, or modifiers that do not modify any word in a sentence,
and misplaced modifiers or those that incorrectly modify other words in a sentence. We can avoid this
by first, placing the modifiers close to the word it modifies, second, expressing the noun or pronoun
modified, and third, changing the dangling modifier into clause. For example, frightened by the huge
tree outside the window, his head dived under the cover. In this sentence, the introductory participial
phrase seems to modify “his head.” But it was obviously not the boys head. To revise this, we write:
Frightened by the huge tree outside his window, the boy hid his head under the covers.
Then, we have sentence emphasis. Making a sentence emphatic means making important ideas stand
out. One way to do this is by using active voice instead of passive voice. The sentence is in the active
voice when the subject is the doer of the action. On the other hand, the sentence is in the passive voice
if the subject is the receiver of the action. Examine these examples: Active: The secretary announced
the summary of the meeting. Passive. The summary of the meeting was announced by the secretary.

Okay, to apply what you learned in unity, coherence, and emphasis, please perform the activity for this
lesson. Read the directions carefully and answer accordingly.

Okay! That’s all for this lesson.

Always apply what you learn and keep familiarizing the principles of unity, coherence, and emphasis.
Remember that a motivated learner is always an ideal learner. See you in the next learning activity.
Good bye.

RWS Lesson 1 P2 Applying the Writing Process

Hello dear Icean, good day. In this video, we will get to evaluate a written paragraph based on its
effectiveness.

As we begin, please refer to your module on page 24 and do not forget to take down important notes as
you watch and learn from this video.

Our objective in this lesson is to Select and organize information and ideas gathered into graphic forms
or outlines, and evaluate a written paragraph.
Put in mind that writing paragraphs, according to Langan, can make us a better writer because we come
to master the structure of a paragraph, which is the basic building block of a composition. Second,
writing paragraphs can strengthen our reading and listening skills because we become aware of the
ideas of other writers/speakers and the evidence they give or fail to give—to support their assertions.
lastly, writing paragraphs makes us stronger thinkers because it requires reason, which comes only
from disciplined minds (Adapted from Langan, 2012).

Again, for the recalling of the steps in writing a paragraph, please focus on page 24.

As your output for this lesson, Write a topic sentence and a short but substantial paragraph based on the
ideas presented in the graphic organizer provided along with your lesson videos. Be sure to observe
coherence in writing.

Again, that’s all for this lesson. Remember that your ability to write different kinds of paragraph will
greatly help you in your future academic journey. Always apply what you learn. Remember that a
motivated learner is always an ideal learner. See you in the next learning activity. Good bye!