Reading and Writing

Table of Contents
Title Page
Table of Contents
Course Outline
Online Rules and Regulations
Course Description
Week 1 – 4 Reading and Thinking Strategies Across Text Types
Learning Exercises / Activities
Week 5 – 9 Text and Context Connections (Critical Reading)
Learning Exercises / Activities
Week 10 – 12 Purposeful Writing in the Disciplines and for Professions


Learning Exercises / Activities & Rating Guide
References
1
Course Outline
Course Name READING AND WRITING
Course Credit 3 Units

Pre-requisite None
Contact Hours / Week 3 Hours
Reading and Thinking Strategies Across Text Types
 Text as Connected Discourse
 Techniques in Selecting and Organizing Information
Week 1 - 4 a. Brainstorming list
b. Graphic organizer
c. Topic outline
d. Sentence outline
 Patterns of Development
a. Narration
b. Description
c. Definition
d. exemplification / classification
e. comparison and contrast
f. cause and effect
g. problem - solution
h. Persuasion
 Properties of a Well-Written Text
a. Organization
b. coherence and cohesion
c. language use
d. mechanics
Learning Exercise / Activities
Text and Context Connections (Critical Reading)
 Critical Reading as Looking for Ways of Thinking

Week 5 - 9  Explicit and Implicit Claims in a Text
a. Claim of fact
b. Claim of policy
c. Claim of value
 Context of Text Development
a. Hypertext
b. Intertext
 Critical Reading as Reasoning
 Formulating Evaluative Statements
a. Formulates assertions about the content
and properties of a text read
b. Formulates meaningful counterclaims in
response to claims made in a text read
 Determining Textual Evidence
Purposeful Writing in the Disciplines and for Professions
2
 Unique features of and requirements in composing texts
Week 10 - 12 that are useful across disciplines
a. Book Review or Article Critique
b. Literature Review
c. Research Report
d. Project Proposal
e. Position Paper

Rating Guide
ONLINE RULES AND REGULATIONS
3
1. Students must provide notebook and ballpen for note taking.
2. Students must mute his / her speaker as the discussion started.
3. As the online class started, please observe the following:
A. Find a place that is noise free but with strong signal for internet
connection
B. Unnecessary exercises are not allowed while the online class are going on.
C. Make sure that everybody is ready for the session.
D. Be on your well-mannered position, lying or sleeping position is not

permitted.
E. Eating during online class is not allowed.
F. If you have questions / queries regarding with the discussion, just press the
hands-up emoticon to acknowledge your questions.
Reading and writing
Course Description.
4
In this course, students will learn reading strategies to understand and retain
information, to understand the organization of reading passages, and strategies for
learning and retaining vocabulary. Building on these basic strategies, students will
develop skills to critically analyze texts.
Learning Objectives:
At the end of this course student should be able to:
1. To critique a chosen sample of each pattern of development focusing on information

selection, organization, and development.
2. To understand the relationship of a written text and the context in which it was
developed.
3. To write a critique of a selected text on the basis of its claim/s, context, and properties as
a written material.
4. To produce each type of academic writing and professional correspondence following the
properties of well-written texts and process approach to writing.
Week 1 - 4. Reading and Thinking Strategies Across Text Types
Learning Objectives.
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1. To define reading.
2. To describe a written text as connected discoursed.
3. To recognize the importance of reading.
Discussion.
Lesson 1: Text as Connected Discourse
READING and
WRITING
eading is the process of looking at a series of written symbols and getting meaning from
them. When we read, we use our eyes to receive written symbols (letters, punctuation
marks and spaces) and we use our brain to convert them into words, sentences and
paragraphs that communicate something to us.
Reading is a complex cognitive process of decoding symbols in order to construct or

derive meaning (reading comprehension). Reading is a means of language acquisition, of
communication, and of sharing information and ideas. Like all languages, it is a complex
interaction between the text and the reader which is shaped by the reader’s prior
knowledge, experiences, attitude, and language community which is culturally and socially
situated. The reading process requires continuous practice, development, and refinement.
In addition, reading requires creativity and critical analysis.
Reading literacy is the ability to use the symbols of a writing system. It is the ability
to interpret what the information symbols represent, and to be able to re-create those same
symbols so that others can derive the same meaning. Illiteracy is not having the ability to
derive meaning from the symbols used in a writing system.
IMPORTANCE OF READING
1. Expose Yourself to New Things
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Through reading, you expose yourself to new things, new information, new ways to
solve a problem, and new ways to achieve one thing. Who knows – you might find your new
hobbies within it. Exploration begins from reading and understanding.
2. Self Improvement
Through reading, you begin understand the world more. Through reading, you begin to
have a greater understanding on a topic that interest you; for example: how to build self
confidence, how to make plan better before taking action, how to memorize things better
and more.
3. Improve Understanding
The more you read, the more you understand one thing: the A to Z of a thing. Let me
give an example here: reading allows you learn more about crocodiles and their habits.
That you need to be aware of places it usually lurks for, the purpose of staying away from
being harmed or bitten.
4. Preparation to Action
Reading is an essential way which can help you out. In today’s world, getting reviews and
feedback from other people can make a big impact on your next decision, and the pros and
cons of each choice. Read about how to cook a meal; how to play chess; which place is
nice for the holiday family trip; read the menu before ordering food, read the manual before
using a new gadget. These all can help you become more prepared before you really get
into it.
5. Gain Experience from Other People

When you are reading, you are actually gaining the knowledge and experience of someone.
It can hasten your success towards a goal, as you don’t need to repeat the same mistake
while focusing on the right path in achieving one thing. It’s like a mountain of gems for you
to discover in books, which contain people’s successes, failures and advice.
6. Tools of Communicating
Through reading, you build a more solid foundation for communication. It is one of the most
important tools we use every day to connect with each other. Whereas if you don’t read,
you can’t even connect with the world and what people are talking about out there, including
understanding what this article is all about. Reading connects you with the world.
7. Connecting Your Brain
When reading, you’re in full silence because reading connects

directly to your brain. In silence, you seek for more; in silence,
your brain is clear and focuses. Thus, you learn and grow, and
therefore you feel and see from the point of view of the author
about everything in life. Hence you shape a better self.
8. Boost Imagination and Creativity
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Reading exposes you to a world of imagination, showing you nothing is impossible in this
world. By reading, you are exploring a different angle to see a thing you’ve known, on how
different action leads to different results. Books are beyond imagination. It’s like a huge
spider web, where you keep linking to more and more to things you knew, and things you
just learn, structuring new solutions and answers.
Example of Text as
Connected Discourse
In terms of text, it
refers to the sum of the
discourses. When we link
the discourses together, it
makes up a large unit of
written language we call a
text. A text shall have the following characteristics (M. Jorgensen & L. Phillips, 2002):
Cohesion – the connection of ideas at the sentence level.

Coherence – the connection of ideas at the paragraph level.
Intentionality – dwells into the purpose of the author/writer.
Informativity – the quantity of new information in the text.
Acceptability – how factual the pieces of information are.
Situationally – the socio-cultural appropriateness of the text. Is it appropriate or acceptable
to the target reader?
Intertextuality – the connection of the succeeding discourse to the previous one. It also
talks about the existence of the succeeding text because of the previous one.
Learning Exercises / Activities:
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I. Identification
Instructions: Read and identify the following passage. Tell whether the following is TEXT
or Discourse.
_____________ 1. It was a dark stormy night.
In her attic bedroom Margaret Murry,

wrapped in an old patchwork quilt,
sat on the foot of her bed
and watched the trees tossing in the
frenzied lashing of the wind.
_____________ 2.
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II. Essay. Answer the following questions briefly.
Instruction: Based on the passage above, describe Text as Connected Discourse.
__________________________________________________________________
RATING GUIDE
(This Rating Guide will be utilized in scoring individual output and performance. Take time to read
and understand the content of the rating guide.)
NEEDS
CRITERIA EXCELLENT SATISFACTORY
IMPROVEMENT
CONTEXT / IDEAS The ideas are full, There are ideas but There is no idea and
Include verifiable detailed and well not detailed and collaboration at all.
ideas and elaborated. slightly elaborated.
elaboration of
answers. (10 Points) (8 Points) (6 Points)
The ideas are well The ideas have not
ORGANIZATION The ideas are slightly
organized and organized and
Include chronological organized and have
presented. presented.
presentation of good presentation.
ideas. (4 points)
(5 Points) (2 Points)
GRAMMAR AND There are slight There are lots of
There are no grammar
PUNCTUATION grammar errors, has grammar errors and
errors, an excellent
Include correctness good choice of words poor choice of words.
choice of words and
of grammar, choice and some misuse of Punctuation marks are
punctuation marks are
of words and use of punctuation marks. inappropriately used.
appropriately used.
appropriate
(5 Points)
punctuation marks. (3 points) (2 Points)
TOTAL SCORE
Rated by: _______________________ Date Rated: ___________ Score: _______
Week 1 – 4. Reading and Thinking Strategies across Text types
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1. To identify the different techniques in selecting and organizing

information..
2. To distinguish between and among techniques in selecting and
organizing information
3. To use the following techniques in reading and writing.
Discussion.
Lesson 2. Techniques in Selecting and Organizing Information.
TECHNIQUES IN SELECTING AND

ORGANIZING INFORMATION
BRAINSTORMING
– one of the better and more popular methods of discovering your writing topic. All you need
to do is begin at the top of a sheet paper and list down everything that comes into your mind
as fast as you can for a certain amount of time (say, five minutes, for example). The aim of
the brainstoring exercise is not to produce a logical flow of ideas but to provide yourself with
as many choices for your topic as possible.
Example of Brainstorming List:
 Southeast Asia  Hatred of Science and

 Superheroes: Iron Man, Math
Captain America, Hulk  Jose Rizal dying at
 Eating halo-halo on April Luneta Park
Morning  Basketball is better than
 White Beaches in volleyball
Boracay  K to 12 Education in
 Taylor Swift, Demi Philippine High Schools
Lovato, Miley Cyrus  Defense of the Ancients
 Patintero II (DOTA II)
 The Parable of the  Life in Outer Space
Prodigal Son  Grandparents who live in
 Buying my first ever Ilocos Norte
cellphone  Tikbalang
 Fear of cockroaches
After listing all your ideas, browse through them and pick the one that best appeals
to you, or the one you know best. You will be surprised at how broad your selection of
topics can be, about how much you actually already knew. You can also try to connect your
ideas, and see what meaning you can create.
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GRAPHIC ORGANIZER
A graphic organizer is a visual display that demonstrates relationships between

facts, concepts or ideas. A graphic organizer guides the learner’s thinking as they fill in and
build upon a visual map or diagram. They are also informally used as a term to describe all
visual learning strategies such as concept mapping, webbing, mind mapping, and more.
TYPES OF GRAPHIC ORGANIZERS
1. With STORYBOARD templates, you get a visual organizer which helps students work
together on writing to understand and remember the story better. It’s great for
discussing story structures and exploring the varied ways in which the author works with
time.
2. KWL CHART (‘Know-Wonder-Learn’) – is divided into three columns. The first

column, 'K', is to note down the points for what the students already know about a topic
before reading. The next column, 'W', is for students to list what they want to learn
about the topic before reading. The last column, 'L', is for what the students learned
about the topic from the reading.
3. VENN DIAGRAM is a tool that shows all

possible logical relations between a finite
collection of sets. From the classroom to the
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boardroom, a venn diagram graphic organizer is something that can be regarded as
being a useful tool.
4. MIND MAP is a versatile tool which is widely used by students for note taking,
brainstorming, studying, memorizing, planning and structuring information. The truth is
that, mind maps help clarify students' ideas in pretty much anything.
5. PERSUASION MAP is quite an effective tool which assists students map out the debate
or essay.
6. In CLUSTER/ WORD WEB CHART, the students are expected to write the topic in
discussion in the centre circle and the details in the smaller surrounding circles.
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7. ISP Chart (Information- Sources-Page) This chart would come in handy for students
who are trying to compile the list of references for any project or thesis they are working
on.
8. The FISHBONE DIAGRAM identifies many possible causes for an effect or problem. It
can be used to structure a brainstorming session. It
immediately sorts ideas into useful categories.
TOPIC OUTLINE
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Topic outline arranges your ideas hierarchically (showing which are main and which
are sub-points), in the sequence you want, and shows what you will talk about. As the name
implies, it identifies all the little mini-topics that your paper will comprise, and shows how
they relate.
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
II. Economic Problems
A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School
III. Peer Problems
A. Loss of Friends
B. Relationships with Dates
SENTENCE OUTLINE
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A sentence outline does all of this, plus it shows exactly what you will say about
each mini-topic. Each sentence, instead of simply identifying a mini-topic, is like a mini-
thesis statement about that mini-topic. It expresses the specific and complete idea that that
section of the paper will cover as part of proving the overall thesis.
NEGATIVE EFFECTS OF DIVORCE ON ADOLESCENTS
I. When family conflicts arise as a result of divorce, adolescents suffer.

A. During the first year, these young people may be depressed due to conflicts between
the custodial and non-custodial parents.
B. Grandparents, aunts, and uncles are often restricted by visitation provisions.
C. Almost without exception, adolescents find divorce very painful, but they react in
differing degrees depending on their age.
II. Some of the most negative effects on adolescents may be associated with economic
problems.
A. The family will most probably experience a lower standard of living due to the cost of
maintaining two households.
B. Some female custodial parents have poor job skills and must train before entering the
job market.
C. The lower standard of living may result in misunderstanding and conflicts within the
family.
D. The decreased standard of living, particularly for an untrained female custodial parent,
often causes relocation.
1. The family may have to move to a poorer neighborhood in order to cut costs.
2. As a result, the adolescent may have to attend a different school.
III. Adolescents from divorced families often experience peer problems.
A. Due to relocation and prejudice, adolescents may lose friends.
B. The lack of a solid relationship with both parents affects an adolescent's
attitude toward the opposite sex.
I. Compare and Contrast:
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Instructions: Fill in the missing data in the Venn Diagram which scientifically compares a
butterfly and a moth. Use critical thinking and select only relevant information based on the
topic from the following lists.
Has three pairs of legs Hatches from chrysalis
Hatches from cocoon Looks pretty
Featured in Rizal’s story Has wings
II. Identification:
Instructions: Read andIdentify the Elements of the Story using the Story Pyramid.
The Golden Fish Keeps a Promise By L. M. Gask
Upon a certain island in the middle of the sea lived a fisherman and his wife. They were
so poor they often went without bread when the fishing did not go well. One day when the
man had been fishing for many hours without any luck, he hooked a small golden fish with
eyes as bright as diamonds. “Let me go, kind fisherman,” the little creature cried. “I would
not even make a single mouthful for your dinner.” The man was so moved by the beauty of
the golden fish that he let him go. Before he swam away, the fish promised that he would
come back if the fisherman ever needed help.
The fisherman laughed, for he could not think how a little fish could help him, other than
providing a bit of food. He went home and told his wife about his adventure. “What!” she
cried. “You let him go? We have not a scrap of food in the house, and I suppose that now
we must starve.” The fisherman’s wife continued to fuss at him until, finally, he decided to
go and put the little fish to the test. He hurried down to the seashore, and stood at the edge
of the waves. “Golden Fish, Golden Fish! Come and help me, please,” he called. The last
word was not out of his mouth when the little fish popped its head up out of the water. “You
see I have kept my promise,” said the fish. “How can I help you, my friend?” And when the
fisherman made his request, the fish simply said, “Don’t worry about that. There will be
plenty of food when you get home.” And strangely enough, when the fisherman arrived
home, there was a basket of bread on the table, and cheese and fruit as well.
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STORY PYRAMID
1. ______________________
2. _____________ _____________
3. __________ __________ ___________
4. _________ _________ _________ _________
5. ________ ________ ________ ________ ________
6. _______ _______ _______ ________ ________ ________
7. _______ _______ _______ _______ _______ _______ _______
8. ______ _______ _______ _______ _______ ______ ______ ______
On the above lines write the following:

1- the name of the main character
2- two words describing the main character
3- three words describing the setting
4- four words stating the story problem
5- five words describing the first event in the story
6- six words describing a second event
7- seven words describing a third event
8- eight words describing the solution to the problem
III. Write a Topic Outline using the given thesis.
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Thesis: The abuse of alcohol and drugs can affect a person economically, psychologically,
and physically.
Topic Outline:
I. (Main idea)
A. (Sub-idea)
1. (Detail of A)
2. (Detail of A)
B. (Sub-point)
1. (Detail of B)
2. (Detail of B)
II.
A.
1.
2.
B.
1.
2.
III.
A.
1.
2.
B.
1.
2.
1. To identify the different patterns of development.
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2. To distinguish between and among patterns of development in writing
across disciplines .
3. To write a paragraph using different pattern of development.
Discussion.
Lesson 3. Patterns of Development.
RHETORICAL MODES OF WRITING
A rhetorical mode is a strategy--a way or method of presenting a subject—through

writing or speech. Some of the better known rhetorical modes are, for example, "argument"
and "cause and effect." There are literally dozens, perhaps hundreds, of strategies or
methods for presenting subjects; however, the modes are among the most basic.
NARRATION
"Narration" or a "narrative" provides details of what happened. It is almost like a list

of events in the order that they happened, except that it is written in paragraph form. A
narration or narrative doesn't have to show any cause and effect; it only needs to show
what happened in the order that it happened. History books are filled with narrations. For
example, if I were to describe the visit of the Pope to Denver in 1993, I would use his
itinerary and give details of each major event in that visit. If I were writing a book about it, I
would give details of many of the more interesting minor events as well. Iwould do this in
the order in which they occurred: first the Pope did this, then he did that, and then he did a
third thing.
As with other rhetorical modes, narration often is used in a context shorter than an
entire paper. More commonly, you may need to explain a sequence of events, event by
event, in just a paragraph or two when you are writing a longer paper for some other
purpose: if you need to give a long example of one or two paragraphs, this example might,
perhaps, be in story form--in the order in which events happened. This would be a short
narration. Any other time as well that you write about events in the order in which they
happened, you are using narration.
DESCRIPTION
1. "Description" means "illustrative detail." A description paper often takes a person or

object and then describes that person or thing in great illustrative detail. For
example, a description paper about a close friend might describe his or her
appearance, her actions, and her personality, both through direct descriptive
words--like paintings of her in different situations--and through stories or vignettes
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showing him in action. It is important to e thorough--to provide plenty of details.
Often it is helpful to use one or more plans or systems of description. One typical
plan is to move in a specific direction: e.g., from head to foot when describing a
person, or perhaps clockwise when describing a room or place. The exact direction
or order does not matter as long as you are consistent. Another system is to use
the five senses to describe; still another, is to use the five W's of journalism by
answering the questions "Who, What, Where, When, and Why or How?" When you
describe a subject that moves--a person or moving object--it is wise to describe not
only its appearance when standing still, but also its movement. In fact, whenever
you write a description paper, itits classification--the class or group of people,
events, or things to which it belongs, and
2. a brief summarizing description of the term.
Definition is a rhetorical mode that can be used in something smaller or shorter than
a full paper. You can use extended definition for several paragraphs only in a paper of
much greater length. You also can add to a paper a one-paragraph definition--like a brief
encyclopedia definition. And you can use a short definition, dictionary style, in many types
of writing situations that call for just a sentence or two of definition.
EXEMPLIFICATION
"Exemplification" means "the giving of an example." An exemplification paper

usually starts with a main idea, belief, or opinion--something abstract--and then gives one
extended example or a series of shorter examples to illustrate that main idea. In fact, an
exemplification paper is a paper that illustrates an abstract idea. For example, if I wished to
write an exemplification paper about "The Opposite Sex--Problems and Pleasures" (as a
man or as a woman), there might be two ways I could go about this. One would be, after
introducing my general idea, to tell several little stories about--give examples of--how the
opposite sex can be both a problem to deal with and a pleasure to be with.
A typical short exemplification paper is written like most of the other rhetorical-
modes paper. It usually starts with a single introductory paragraph that briefly defines your
subjectand states what you will do in the paper--exemplify. Then there are one or two to
many paragraphs offering one or more extended examples of your subject. Finally, there is
a brief closing paragraph restating what your subject is and offering some kind of final brief,
strong example or some other kind of interesting ending. Your audience is anyone who
might only have a partial understanding of the subject and to whom an example would be
helpful: in fact, you choose your examples partly by deciding what the audience will easily
understand.
Shorter versions of this rhetorical mode exist, as do the others, within the space of a
few paragraphs, one paragraph, or even as part of a larger paragraph. Exemplification
simply means to give an example of a subject, and it is possible to do this in as little as a
sentence.
COMPARISON / CONTRAST
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"Comparison/contrast" means to show how subjects are alike and/or different. A
simple comparison/contrast paper often has two subjects and describes how they are alike
and then how they differ. For example, a comparison/contrast paper on two forms of
weekend entertainment, camping and dancing, might first give details on how both can
involve physical skills, friends, and enjoying sounds and sights; then the paper might give
details of how camping and popular dancing differ in that one happens in nature and the
other in the midst of civilization, one usually is slow and quiet and the other often fast and
loud, and one peaceful while the other is rousing.
In academic writing, comparison/contrast writing sometimes is used to show

how two related viewpoints--two ideas or opinions--can be similar but different: for example,
in the abortion controversy, some people believe that abortions are wrong; others believe
that artificial birth control is wrong.
These two positions are similar, but they also are different--leading to different
arguments and different results at times. Comparison/contrast also can be useful in
analyzing an author's argument by comparing it to someone else's argument (yours or
another author's), showing points of similarity and points of difference.
Comparison and contrast both are commonly used in short form in many other types
of papers, too. For example, you must use comparison and contrast to define something
(see "Extended Definition": you show what the subject is like; then you show how it differs
or contrasts from others like it). You also use comparison anytime you explain that
something is "like" something else; likewise, you use contrast whenever you want to show
how something is different.
CAUSE AND EFFECT
"Cause and effect" simply means that you start with a subject (an event, person, or
object) and then show the causes (reasons) for it, and/or the effects (results) of it. "Cause"
means the reasons why or for something, or the source of something. "Effects" simply are
results or outcomes. Cause-and-effect writing shows a chain of connected events, each the
logical result of the one before it. A simple cause-and-effect paper discusses the chain of
events related to a person, event, or object, showing what are the causes and what are the
results. For example, a paper about a solar car might describe how it came to be built by
an inventor and how he first became interested in solar cars (the causes), and what the
results of this solar car might be--how its existence might lead people to take energy
efficiency and environmental concerns more seriously and even lead to mass-produced
solar cars (effects or results).
Typically a cause-and-effect paper has an introductory paragraph defining or clarifying the

subject itself, and stating the nature of the paper (i.e., that your paper is a cause-and-effect
paper); a body of several to many paragraphs; and a brief concluding paragraph. Assume,
when you write a cause-and-effect paper, that you are explaining events to someone who
22
may know a little about them but never has heard the entire story of how the events are
linked by logical cause and effect.
At the end of your cause-and-effect paper, add a final, concluding paragraph. It

should summarize, very briefly, the most important cause and effect concerning your
subject. And it might offer a final interesting thought or two about the subject.
ARGUMENT
An "argument" is, simply, an educated guess or opinion, not a simple fact. It is

something debatable: "Men have walked on the moon" is a fact, but "People will walk on
Venus in the next ten years" is an opinion. Anything that reasonably can be debated is an
argument. A simple argument paper usually presents a debatable opinion and then offers
supports in favor of it, or sometimes an argument paper will discuss both sides of an issue
and then give good reasons for choosing one side over the other. For example, a paper
about space flight might argue that humans should not spend large sums of money in
sending people into space. The paper might then argue that three good reasons this is true
is that there are many poor on our planet, on whom our resources should be spent, that
space flight is not as enlightening for humankind as increasing literacy or cultural
awareness, and that most of he money being spent on space is for military purposes, which
is useless. Another type of argument paper might ask the main idea as a question: "Should
the human race spend large sums of money to send people into space?" Then it might
argue both sides thoroughly and, finally, choose one side and give strong reasons why this
side is best.
As with all the other modes, argument is a thinking pattern or skill that is used in a
number of types of college papers in shorter form. You will find it in any sentence,
paragraph, or section of a paper in which an opinion is expressed, especially when one or
more supporting reasons are given for the opinion. Argument is one of the most basic
forms of human thinking. When you use argument, you rise above the mere offering of a
personal opinion precisely because an argument requires supporting reasons, preferably
with specific supporting details, to justify the position you are taking.
I. Essay. Answer the following questions with creativity.
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1. Write a narrative text about a time in your life when you experienced an emotion
strongly. Try to give as much detail as possible.
2. Typhoon Yolanda took the lives of over 6,300 Filipinos and displaced thousands of
others. Write a text that explains why there were so many casualties even when they were
warned of a storm surge beforehand by the officials. Use the cause and effect pattern of
development in writing.
II. Give the correct answers. 4 pics 1 word.
1.
_____________________________________________________________________
2.
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__________________________________________________________
3.
_______________________________________________________________
RATING GUIDE
(This Rating Guide will be utilized in scoring individual output and performance. Take time
to read and understand the content of the rating guide.)
25
NEEDS
IMPROVEMENT
elaboration of
ORGANIZATION The ideas are well The ideas are The ideas have not
Include organized and slightly organized organized and
chronological presented. and have good presented.
presentation of presentation.
ideas. (5 Points) (4 points) (2 Points)
There are no There are slight There are lots of
GRAMMAR AND
grammar errors, an grammar errors, has grammar errors and
PUNCTUATION
excellent choice of good choice of poor choice of
Include correctness
words and words and some words. Punctuation
of grammar, choice
punctuation marks misuse of marks are
of words and use
are appropriately punctuation marks. inappropriately used.
of appropriate
used.
punctuation marks.
(5 Points) (3 points) (2 Points)
TOTAL SCORE
Week 1 - 4. Reading and Thinking Strategies Across Text Types
26
1. To Identify properties of a well-written text.

2. To write an organized text.
Discussion.
Lesson 4. Properties of a Well-Written Text.
PROPERTIES OF A WELL-WRITTEN TEXT
1. Clarity and focus: In good writing, everything makes sense and readers don’t get lost
or have to reread passages to figure out what’s going on. Focused writing sticks with
the plot or core idea without running off on too many tangents.
2. Organization: A well organized piece of writing is not only clear, it’s presented in a
way that is logical and aesthetically pleasing. You can tell non-linear stories or place
your thesis at the end of an essay and get away with it as long as your scenes or ideas
are well ordered.
3. Ideas and themes: For a piece of writing to be considered well crafted, it has to
contain clearly identifiable ideas and themes.
4. Voice: This is what sets you apart from all other writers. It’s your unique way of
stringing words together, formulating ideas, and relating scenes or images to the
reader.
5. Language (word choice): We writers can never underestimate or fail to appreciate

our most valuable tools: words. Good writing includes precise and accurate word
choices and well crafted sentences.
6. Grammar and style: Many writers would wish this one away, but for a piece of
writing to be considered good (let alone great), it has to follow the rules of grammar
(and break those rules only when there’s a good reason). Style is also important in
ensuring that a piece of writing is clear and consistent.
7. Credibility or believability: Nothing says bad writing like getting the facts wrong or
misrepresenting oneself. In fiction, the story must be believable (even if it’s
impossible), and in nonfiction, accurate research can make or break a writer.
27
I. SIMPLE RECALL. Identify the property of a well-written text defined or described
in each statement. Write your answer on the space provided before each item. (1 point per
item)
_____________________1. This pertains to the sum of surface features of writing including
but not limited to mechanics, usage, and sentence formation.
_____________________2. It is the logical progression and completeness of ideas in a
text focusing on two areas: text structures and cohesive elements.
_____________________3. It involves more than just knowing what the text is about, but
understanding why it is written.
_____________________4. It refers to the accuracy, completeness, and reliability of the
information included in a text.
_____________________5. It concerns the response, satisfaction, and perspective of the
target audience to a written piece.
_____________________6. It includes the use of time-tested principles in writing, thus
avoiding redundancies, wordiness, clichés, and highfalutin words and expressions.
_____________________7. It is achieved when all the ideas are logically and accurately
arranged.
_____________________8. It is the writer’s way of stringing words together, formulating
ideas, and relating scenes or images to the reader.
_____________________9. This leads the reader to visualize the topic or subject being
discussed.
_____________________10. It includes the style and the way of ensuring that a piece of
writing is clear and consistent.
II. ESSAY. In not more than seven (7) sentences, explain the importance of considering the
eight identified properties in conveying meaningful ideas through writing expository texts.
RATING GUIDE
28
NEEDS
IMPROVEMENT
elaboration of
GRAMMAR AND
PUNCTUATION
Include correctness
of grammar, choice
of words and use
of appropriate
used.
punctuation marks.
TOTAL SCORE
Week 5 – 9. Text and Context Connections (Critical Reading)
29
1. To explain critical reading as looking for ways of thinking identify the

different patterns of development.
2. To analyze the corresponding questions from the given text.
Discussion.
Lesson 1. Critical Reading
What Is Critical Reading?
Facts v. Interpretation
To non -critical readers, texts provide facts. Readers gain knowledge by memorizing the
statements within a text.
To the critical reader, any single text provides but one portrayal of the facts, one
individual’s “take” on the subject matter. Critical readers thus recognize not only what a text
says, but also how that text portrays the subject matter. They recognize the various ways
in which each and every text is the unique creation of a unique author.
A non-critical reader might read a history book to learn the facts of the situation or to
discover an accepted interpretation of those events. A critical reader might read the same
work to appreciate how a particular perspective on the events and a particular selection of
facts can lead to particular understanding.
What a Text Says, Does, and Means: Reaching for an Interpretation
Non-critical reading is satisfied with recognizing what a text says and restating the key
remarks.
Critical reading goes two steps further. Having recognized what a text says , it reflects on
what the text does by making such remarks. Is it offering examples? Arguing? Appealing
for sympathy? Making a contrast to clarify a point? Finally, critical readers then infer what
the text, as a whole, means , based on the earlier analysis.
These three steps or modes of analysis are reflected in three types of reading and
discussion:
 What a text says – restatement

 What a text does – description
 What a text means – interpretation .
You can distinguish each mode of analysis by the subject matter of the discussion:
30
 What a text says – restatement – talks about the same topic as the original text
 What a text does – description – discusses aspects of the discussion itself
 What a text means – interpretation — analyzes the text and asserts a meaning for
the text as a whole
Goals of Critical Reading
Textbooks on critical reading commonly ask students to accomplish certain goals:
 to recognize an author’s purpose

 to understand tone and persuasive elements
 to recognize bias
Notice that none of these goals actually refers to something on the page. Each requires
inferences from evidence within the text:
 recognizing purpose involves inferring a basis for choices of content and language
 recognizing tone and persuasive elements involves classifying the nature of
language choices
 recognizing bias involves classifying the nature of patterns of choice of content and
language
Critical reading is not simply close and careful reading. To read critically, one must actively
recognize and analyze evidence upon the page.
Analysis and Inference: The Tools of Critical Reading
These web pages are designed to take the mystery out of critical reading. They are
designed to show you what to look for ( analysis ) and how to think about what you
find ( inference ) .
The first part —what to look for— involves recognizing those aspects of a discussion that
control the meaning.
The second part —how to think about what you find— involves the processes of inference,
the interpretation of data from within the text.
Recall that critical reading assumes that each author offers a portrayal of the topic. Critical
reading thus relies on an examination of those choices that any and all authors must make
when framing a presentation: choices of content, language, and structure. Readers
examine each of the three areas of choice, and consider their effect on the meaning.
Example of Critical Reading:
Excerpt 1 (from an academic journal)1

The aim of the study was to describe how
patients perceive involvement in decisions
concerning their own treatment and
31
Is the methodology valid
here? Critical readers
would question whether
the sample size was big
enough to fulfil the aim of
this study. They would also
question whether the
sample was representative
nursing care.
enough of the wider
Sample
population, asthe criterion
A convenience sample of 12 patients was
for inclusion in the
selected from three mixed-sex medical
population sample perhaps
wards. The only criterion for inclusion in
created an
the study was a willingness to participate.
unrepresentative group.
The personality type that is
willing to participate in a
study of this kind may
suggest subjects that are
already highly involved in
patient participation, thus
skewing the survey results.
Has the author

Each interview was tape recorded and took
overgeneralised the results
between 60 and 90 minutes to complete.
here?
After each interview, the tape was listened
The author has used the
to and transcribed. During this period,
findings from a very small
hunches or working hypotheses were
sample size, that may not
identified which were explored in
represent a sufficient range
subsequent interviews. The major theme of
of patients, to support a
'toeing the line' was identified that provides
major line of argument
insight into how patients view
about how patients view
'collaboration'. The remainder of this paper
collaboration. The authors
will focus on an exploration of this theme
are inferring that the results
and its significant implications for nursing.
gained from surveying
these patients can be
generalised to all patients.
The idea in this first The value systems of individuals and of
sentence in a Nursing societies can be said to have dominant
article is most probably temporal focuses. Societies in which
informed by research in hospital sickness and other disasters are
Sociology or Anthropology. seen as visited upon the individual by
Where is the reference? angry gods, spirits, or ancestors hold a
dominant temporal focus on the past.
Societies in which causes and
32
Are these the author's consequences are disregarded in favour of
ideas presented as fact? immediate gratification and symptom hold
The writer here is writing as a present temporal focus. Societies that
if his or her interpretation show considerable anxiety about the
were absolutely the truth, implications and consequences of present
instead of just an situations, to experience little anxiety relief
interpretation. at the removal of a symptom, and need to
plan and work toward future
eventualities hold a future temporal focus.
Excerpt 42 (from a popular health journal)
Gloom and doom; sadness and madness;
The author appears to be melancholy; doldrums; languor;
linking common feelings of sorrowfulness - depression has many
sadness and names. Often described as the common
melancholy with depressive cold of psychiatry, depression is a very
illnesses such as bipolar common problem and, indeed, it is a rare
disorder and SADS. human being that does not feel depressed
Is this factually correct? at some time. There are many different
By linking these things types of depression, with widely differing
does the author mean to symptoms. Depression can be unipolar
invoke fear in the reader? (medical language for 'simple') or bipolar.
The latter is also known as manic
depression and one variant of it is manic
depressive psychosis. Then there is
SADS, or Seasonal Affective Disorders
Syndrome. There is also PPD (post-partum
depression) and endogenous (from within)
and reactive depression. This last means
you are depressed because that is how
you react to something that has happened
to you.
I. Interpreting a Text. Write your critique about the song. Be creative. Answers should be
at least 5 paragraph.
33
Too Much Love Will Kill You Lyrics
I'm just the pieces of the man I used to be

Too many bitter tears are raining down on me
I'm far away from home
And I've been facing this alone for much too long
Oh, I feel like no-one ever told the truth to me
About growing up and what a struggle it would be
In my tangled state of mind
I've been looking back to find where I went wrong
Too much love will kill you

If you can't make up your mind
Torn between the lover and the love you leave behind
You're headed for disaster 'cos you never read the signs
Too much love will kill you every time
I'm just the shadow of the man I used to be

And it seems like there's no way out of this for me
I used to bring you sunshine
Now all I ever do is bring you down, oooh
How would it be if you were standing in my shoes
Can't you see that it's impossible to choose
No there's no making sense of it
Every way I go I'm bound to lose, oh yeah

Just as sure as none at all
It'll drain the power that's in you
Make you plead and scream and crawl
And the pain will make you crazy
You're the victim of your crime
Too much love will kill you every time
Yeah too much love will kill you
It'll make your life a lie
Yes too much love will kill you

And you won't understand why
You'd give your life you'd sell your soul
But here it comes again
In the end
In the end.
Guide Questions:
1. What can you say about the song?
2. What particular lines have you enjoyed?
3. What is the song meant for you?
34
4. Can you hear the emotion of the writer?
5. What have you learned from understanding the song?
RATING GUIDE
NEEDS
IMPROVEMENT
elaboration of
GRAMMAR AND
PUNCTUATION
Include correctness
of grammar, choice
of words and use
of appropriate
used.
punctuation marks.
TOTAL SCORE
35
1. To Identify claims explicitly or implicitly made in a written text
2. To differentiate different kinds of claims.
3. To formulate different kinds of claims.
Discussion.
Lesson 2. Explicit and Implicit Claims in a Text
CRITICAL READING
Critical reading is a form of language analysis that does not take the given text at
face value, but involves a deeper examination of the claims put forth as well as the
supporting points and possible counterarguments. The ability to reinterpret and reconstruct
for improved clarity and readability is also a component of critical reading. The identification
of possible ambiguities and flaws in the author's reasoning, in addition to the ability to
address them comprehensively, are essential to this process. Critical reading, much like
academic writing, requires the linkage of evidential points to corresponding arguments.
TYPES OF CLAIM
1. Claims of Fact. (existence of something/definition or classification/facts -- inferences

about past present or future)
 Claims of fact must be specific as to time, place, people involved, and situation.
 Can you investigate your claim of fact through original research such as interviews or
field work? If it is a text, how thoroughly, closely and critically can you read it to
determine its flaws and strengths?
 Using descriptive and analytical writing, explore every angle of your problem, or claim
of fact, to assess its level of truth.
 By limiting the scope of your study through specific claims of fact, you may avoid
logical fallacies.
 Write down at least one counterclaim to your claim of fact.
 Be aware of fallacies of relevance, presumption, and ambiguity that may color your and
your opponent’s arguments.
Types of factual claims (generally "objective")

a. Factual / historical
b. Relational - causal connections
c. Predictive
PROOF REQUIRES:
a. sufficient and appropriate grounds

 reliable authority
 recent data
 accurate, typical data
 clearly defined terms -no loaded language
36
b. a clear distinction between fact and inference.
2. Claims of Value (taste & morals / good-bad) [make value judgments/ resolve conflict
between values/ quasi policy (rightness of it; relative merit)]
 Claims of value involve judgments, appraisals, and evaluations.

 Everyone has a bias of sorts, often embedded in social, religious, and/or cultural
values.
 When you “fight” with friends and colleagues over intellectual issues, you are usually
debating claims of value.
 What are the competing values around this topic?
 Has the value been properly applied to the claim of fact?
PROOF REQUIRES:
a. Establishing standards of evaluation (i.e. a warrant that defines what constitutes
instances of the relevant value)
b. Note the priority of the value in this instance.
c. Establish the advantage (practical or moral) of your standards.
d. Use examples to clarify abstract values
e. Use credible authorities for support.
3. Claims of Policy (action / should or ought) - usually involves sub-claims of fact and
value.
 Claims of policy typically provide a solution or another series of questions in
response to the claims of fact.
 Claims of policy are often procedural, organized plans.
 A counterclaim of policy posits that the problem exists, it’s good to solve it a certain
way, but there is a better solution than the one you have proposed.
 In medicine, claims of policy debate the best treatment for a certain condition.
PROOF REQUIRES:
a. Making proposed action clear

b. need (justification)
c. plan, (must be workable)
d. benefit (advantages)
e. consider opposition / counter arguments
I. EXPLILCIT VS IMPLICIT
Instructions: Fill in the blank with the correct word, either explicit or implicit, in the
correct form.
37
______________ information is often easier to argue about and debate, since the exact
meaning is open to interpretation.
_______________ information, on the other hand, explains the meaning clearly so people
can understand it easily.
Some teachers are vague about their classroom rule and expect students to have an
______________ understanding of academic behavior.
Children learn language in an ____________ manner, because they are too young to learn
grammar rules.
I can’t believe you cheated on your essay when I gave _____________ instructions not to
plagiarize!
II. Read the text and recognize the explicit. Underline the correct answer.
All living things are made up of cells. Since humans are alive, we are also made of
cells. Cells make our body tissue. Tissues make our body organs. Organs make our body
systems. Cells are the building blocks of our body.
III. Formulate different kinds of claims. Two sentences in each claims.
1.
2.
3.
4.
5.
6.
38
1. To Identify the context in which a text was developed

2. To distinguish hypertextuality and intertextuality as techniques in
developing a text’s context.
3. To critique a text based on the context it was developed.
Discussion.
Lesson 3. Context of Text Development.
CONTEXT OF TEXT DEVELOPMENT
1. HYPERTEXT
It is a nonlinear way of showing information. It connects topics on a screen to related

information, graphics, videos, and music – information is not simply related to text. This
information appears as links and usually accessed by clicking. The reader can jump to more
information about a topic, which in turn may have more links. This opens up the reader to
wider horizon of information or to a new direction.
A reader can skim through sections of a text, freely jumping from one part to another
depending on what aspect of the text interests him/her. Thus, in reading with hypertext, you
are given more flexibility and personalization because you get to select the order in which
you read the text and focus on informationtaht is relevant to your background and interests.
Therefore, you create your own meaning out of material.
For example, you are doing research about the Philippine eagle. A quick Google
search would lead you to a Wikipedia article on it. While reading about the Philippin eagle,
you will also encounter links to its conservation status. This may lead you to more
information about conservation efforts. However, if you were interested in the appearance
of the Philippine eagle because you wantedto sketch it for your art class, the same page
would provide its physical description and even give you links to pictures and videos of the
Philippine eagle.
2. INTERTEXTUALITY
Intertextuality is the shaping of a text's meaning by another text. Intertextual figures
include: allusion, quotation, calque, plagiarism, translation, pastiche and parody.
Intertextuality is a literary device that creates an ‘interrelationship between texts’ and
generates related understanding in separate works (“Intertextuality”, 2015). These
references are made to influence that reader and add layers of depth to a text, based on the
readers’ prior knowledge and understanding. Intertextuality is a literary discourse strategy
39
(Gadavanij, n.d.) utilised by writers in novels, poetry, theatre and even in non-written texts
(such as performances and digital media).
Examples of intertextuality are an author’s borrowing and transformation of a prior

text, and a reader’s referencing of one text in reading another.
Intertextuality does not require citing or referencing punctuation (such as quotation
marks) and is often mistaken for plagiarism (Ivanic, 1998). Intertextuality can be produced
in texts using a variety of functions including allusion, quotation and referencing (Hebel,
1989). However, intertextuality is not always intentional and can be utilised inadvertently. As
philosopher William Irwin wrote, 21the term “has come to have almost as many meanings as
users, from those faithful to Kristeva’s original vision to those who simply use it as a stylish
way of talking about allusion and influence.”
Intertexts need not be simply "literary"--historical and social determinants are

themselves signifying practices which transform and inflect literary practices. (Consider, for
example, the influence of the capitalist mode of production upon the rise of the novel.)
Moreover, a text is constituted, strictly speaking, only in the moment of its reading. Thus the
reader's own previous readings, experiences and position within the cultural formation also
form crucial intertexts.
The concept of intertexuality thus dramatically blurs the outlines of the book,
dispersing its image of totality into an unbounded, illimitable tissue of connections and
associations, paraphrases and fragments, texts and con-texts. For many hypertext authors
and theorists, intertextuality provides an apt description of the kind of textual space which
they, like the figures in Remedio Varo's famous "Bordando el MantoTerrestre," find
themselves weaving:
a kind of tapestry which spilled out the slit windows and into a void, seeking hopelessly to fill
the void: for all the other buildings and creatures, all the waves, ships, and forests of the
earth were contained in this tapestry, and the tapestry was the world. (Pynchon 10)
40
I. Compare and Contrast. Identify the similarities and differences of the three songs
and explain how intertextuality takes place in three songs. Cite lines from the songs.
Roar
By. Katy Perry
I used to bite my tongue and hold my breath

Scared to rock the boat and make a mess
So I sat quietly, agreed politely
I guess that I forgot I had a choice
I let you push me past the breaking point
I stood for nothing, so I fell for everything
You held me down, but I got up (hey)
Already brushing off the dust
You hear my voice, you hear that sound
Like thunder, gonna shake the ground
You held me down, but I got up (hey)
Get ready 'cause I've had enough
I see it all, I see it now
I got the eye of the tiger, a fighter
Dancing through the fire
'Cause I am a champion, and you're gonna hear me roar
Louder, louder than a lion
'Cause I am a champion, and you're gonna hear me roar
Oh-oh-oh-oh-oh
Oh-oh-oh-oh-oh
Oh-oh-oh-oh-oh
You're gonna hear me roar
Now I'm floatin'…
We are the Champions by Queen
I've paid my dues

Time after time
I've done my sentence
But committed no crime
And bad mistakes
I've made a few
I've had my share of sand
Kicked in my face
But I've come through
And we mean to go on and on and on and on
We are the champions, my friends
And we'll keep on fighting till the end
We are the champions
We are the champions
No time for losers
'Cause we are the champions of the World
41
I've taken my bows
And my curtain calls
You brought me fame and fortune
And everything that goes with it
I thank you all
But it's been no bed of roses
No pleasure cruise
I consider it a challenge before
The human race
And I ain'tgonna lose
And we mean to go on and on and on and on
We are the champions, my friends
And we'll…
Eye of the Tiger by Survivor
Rising up, back on the street

Did my time, took my chances
Went the distance, now I'm back on my feet
Just a man and his will to survive
So many times it happens too fast
You change your passion for glory
Don't lose your grip on the dreams of the past
You must fight just to keep them alive
It's the eye of the tiger
It's the thrill of the fight
Rising up to the challenge of our rival
And the last known survivor
Stalks his prey in the night
And he's watching us all with the eye of the tiger
Face to face, out in the heat
Hanging tough, staying hungry
They stack the odds 'til we take to the street
For the kill with the skill to survive
It's the eye of the tiger
It's the thrill of the fight
Rising up to the challenge of our rival
And the last known survivor
Stalks…
Guide Question:
1. “What are the messages all three of these artists trying to communicate?
RATING GUIDE
42
NEEDS
IMPROVEMENT
elaboration of
GRAMMAR AND
PUNCTUATION
Include correctness
of grammar, choice
of words and use
of appropriate
used.
punctuation marks.
TOTAL SCORE
43
1. To explains critical reading as reasoning.

2. To recognize the different types of assertions.
Discussion.
Lesson 4. Critical Reading as Reasoning
CRITICAL READING as REASONING
IDENTIFYING ASSERTIONS
Assertion is a stylistic approach or technique involving a strong declaration, a

forceful or confident and positive statement regarding a belief or an fact. Often, it is without
a proof or any support. Its purpose is to express ideas or feelings directly, for instance, “I
have put my every effort to complete this task today.”
Function of Assertion
Its function is to let readers feel that they should not disagree or dispute what they
read or hear; rather accept the idea or notion as an indisputable fact. It has proved to be
one of the best approaches for writers to express their personal feelings, beliefs and ideas
in a direct way. By using this technique, the writers can defend others’ feelings and rights if
violated. This rhetorical style also tells self-affirmation and rational thinking of personal
respect or worth. It is very common in various fields of life, like literature, politics,
advertisements, and legal affairs etc.
Types of Assertions
1. Basic Assertion
It is a simple and straightforward statement for expressing feelings, opinions and beliefs
such as:
a. “I wish I could have expressed this idea earlier because now someone else has
taken the credit.”
b. “Excuse me, first I want to finish my work then shall go with you.
2. Emphatic Assertion
It conveys sympathy to someone, and usually has two parts; first encompasses the
recognition of the feelings or situations of the other person, and the second follows a
statement that shows support for other person’s rights such as:
a. “I understand you are busy, and me too, but it is difficult for me to finish this project
on my own. So, I want you to help me completing this project.”
44
b. “I know this is making you angry and frustrated because you could not get response
yet. But, I can help you by giving you an estimate of how long it might take.”
3. Escalating Assertion
It occurs when someone is not able to give response to basic assertions of a person
and therefore that person becomes firm about him or her such as:
a. “If you do not finish this work on 6:00 tonight, I would better take the services of
another worker.”
b. “I really want to finish this point before you start yours.”
4. Language Assertion
It involves “I” language and is useful for expressing negative feelings. Nevertheless, it
constructively lays emphasis on a person’s feelings of anger such as:
a. “When you speak harshly, I cannot work with you because I feel annoyed.
Therefore, I want you to speak gently and then assign me task.”
b. “When I cannot take proper sleep, it affects my nerves and I feel irritation. Therefore,
I daily like to go to bed earlier.”
I. Essay. Imagine you are in a court trial. In the given scenarios, state your argument ,
support and defend one side which you believe is THE BEST CHOICE. CONVINCE ME!
Scenarios:
1. Anna wants to have a movie date with her family, which genre do you think is
better to watch?
– HORROR MOVIES GROUP OR – ROMANTIC MOVIES
45
2. Juan is craving for sweets, which is better for him to eat?
– FRUITS OR – CHOCOLATES
3. Pasing wants to go on a vacation, which tourist destination is better for her to go

to?
– PALAWAN OR– BORACAY
RATING GUIDE
NEEDS
IMPROVEMENT
elaboration of
GRAMMAR AND
PUNCTUATION
Include correctness
of grammar, choice
of words and use
of appropriate
used.
punctuation marks.
TOTAL SCORE
46
1. To formulate evaluative statements about a text read.

2. To formulate assertions about the content and properties of a text read.
3. To formulate meaningful counterclaims in response to claims made in a
text read
Discussion.
Lesson 5. Formulating Evaluative Statements
FORMULATING COUNTERCLAIMS
To be an effective critical thinker, it is not enough just to be able to identify claims

and assertions. The ability to analyze an argument is essential to understanding the text
more deeply, but understanding the claim is not the only facet of the argument. You must
also learn how to analyze the counterclaims and evidence provided by the text.
Being able to recognize and formulate countercalims in reaction to an argument is a

characteristic of a good critical reader. Counterclaims are claims made to rebut a
previous claim. They provide a constrasting perspective to the main argument.
By being able to locate and provide counterclaims to an argument, you show a deep
competence and familiarity with the writer’s topic. It shows that you are examining different
perspectives and not just passively accepting the writer’s claim. It shows that you have
thoroughly considered the topic, and are willing to engage different viewpoints from your
own, thus remaining objective. It also helps you clarify what your personal position is on the
topic.
The following questions will help you formulate a counterclaim:
 What are the major points on which you and the author can disagree?
 What is the strongest aregument? What did they say to defend their position?
 What are the merits of their view?
 What are the weaknesses or shortcomings in their argument?
 Are there any hidden assumptions?
 Which lines from the text best support the counterclaim you have formulated?
47
I. Analysis. Analyze the given essay and write your assertions about it using 500 words.
As online learning becomes more common and more and more resources are
converted to digital form, some people have suggested that public libraries should be shut
down and, in their place, everyone should be given an iPad with an e-reader subscription.
Proponents of this idea state that it will save local cities and towns money because
libraries are expensive to maintain. They also believe it will encourage more people to read
because they won’t have to travel to a library to get a book; they can simply click on what
they want to read and read it from wherever they are. They could also access more
materials because libraries won’t have to buy physical copies of books; they can simply rent
out as many digital copies as they need.
However, it would be a serious mistake to replace libraries with tablets. First, digital books
and resources are associated with less learning and more problems than print resources. A
study done on tablet vs book reading found that people read 20-30% slower on tablets,
retain 20% less information, and understand 10% less of what they read compared to
people who read the same information in print. Additionally, staring too long at a screen has
been shown to cause numerous health problems, including blurred vision, dizziness, dry
eyes, headaches, and eye strain, at much higher instances than reading print does. People
who use tablets and mobile devices excessively also have a higher incidence of more
serious health issues such as fibromyalgia, shoulder and back pain, carpal tunnel
syndrome, and muscle strain. I know that whenever I read from my e-reader for too long,
my eyes begin to feel tired and my neck hurts. We should not add to these problems by
giving people, especially young people, more reasons to look at screens.
Second, it is incredibly narrow-minded to assume that the only service libraries offer is book
lending. Libraries have a multitude of benefits, and many are only available if the library has
a physical location. Some of these benefits include acting as a quiet study space, giving
people a way to converse with their neighbors, holding classes on a variety of topics,
providing jobs, answering patron questions, and keeping the community connected. One
neighborhood found that, after a local library instituted community events such as play
times for toddlers and parents, job fairs for teenagers, and meeting spaces for senior
citizens, over a third of residents reported feeling more connected to their community.
Similarly, a Pew survey conducted in 2015 found that nearly two-thirds of American adults
feel that closing their local library would have a major impact on their community. People
see libraries as a way to connect with others and get their questions answered, benefits
tablets can’t offer nearly as well or as easily.
While replacing libraries with tablets may seem like a simple solution, it would encourage
people to spend even more time looking at digital screens, despite the myriad issues
surrounding them. It would also end access to many of the benefits of libraries that people
have come to rely on. In many areas, libraries are such an important part of the community
network that they could never be replaced by a simple object.
48
RATING GUIDE
NEEDS
IMPROVEMENT
elaboration of
GRAMMAR AND
PUNCTUATION
Include correctness
of grammar, choice
of words and use
of appropriate
used.
punctuation marks.
TOTAL SCORE
49
1. To identify the characteristics of good evidence.

2. To determine textual evidence to validate assertions and counterclaims
made about a text read
3. To use textual evidences in writing.
Discussion.
Lesson 5. Determining Textual Evidence
DETERMINING TEXTUAL EVIDENCE
Textual evidence is evidence from a text (fiction or nonfiction) that you can use to illustrate
your ideas and support your arguments. All textual evidence should:
 Support a specific point

 Be cited with a page number at the end of the sentence – He shouted “no more
stone soup” (14).
 Be followed by an “connection” that explains the relationship of the evidence to your
main point.
The following are some questions to help you determine evidence from the text:
 What questions can you ask about the claims?

 Which details in the text answer your questions?
 What are the most important details in the paragraph?
 What is each one’s relationship to the claim?
 How does the given detail reinforce the claim?
 What details do you find interesting? Why?
Characteristics of Good Evidence
 Unified
 Relevant to the central point
 Specific and concrete
 Accurate
 Representative or typical
Types of Textual Evidence
1. Referencing – is mentioning a particular event or action in the text. It’s useful when you
want to point to point something out to support a point you’re tying to make but don’t
feel a summary, paraphrase or direct quote is necessary.
Examples:
50
 This is clear when Meursault attends his mother’s funeral. The Stranger by
Albert Camus
 This is clear when he flies over the sea. Song of Solomon by Toni Morrison
Summarizing – is putting someone else’s words into your own

words. It’s useful when you want to point to a larger section of text
but do not need the details of the original text.
2. Summarizing literary fiction usually occurs in the introduction of a literary analysis

essay. It is rarely used in the body of a literary analysis essay other than to provide
some context when it is needed. Summaries should be written in your own words,
include a page number, and be followed by a statement explaining its importance and
connection to the topic sentence.
Examples:
 When Meursault’s mother dies he claims that it was inevitable, explaining the
absurdist idea that life has no meaning (33). The Stranger by Albert Camus
 He did not worry abotu falling as he flew over the sea (298). Song of Solomon by
Toni Morrison
3. Paraphrasing – is also putting someone else’s words into your own words. It is useful
when you need more detail than a summary but less than a direct quote. A paraphrase
focuses concisely on a single main idea. Paraphrasing should be written in your own
words, include a page number, and be followed by a statement explaining its
importance and connection to the topic sentence.
Examples:
 Original: “that it was one of those things that was bound to happen sooner or later”
(33).
 Paraphrase: As an absurdist, Meursault doesn’t put meaning towards any object or
being. Therefore, he doesn’t mourn over his mother’s death and acts indifferently
towards his loss(33).The Stranger by Albert CamusOriginal: “Part of his flight was
over the dark sea, but it didn’t frighten him because he knew he could not fall”
(298).
Paraphrase: He wasn’t afrad of falling when he flew over the sea (298). Song of
Solomon by Toni Morrison
4. Quoting – illuminates your ideas and support your argument using the exact words
from the original text. It’s useful when you want to capture the particular language an
author uses. It is the most convincing evidence of the four types as they add credibility
to the point you are trying to make.. As with all the textual evidence, make sure you
explain how the quote is connected to your point — let the reader know the significance
of the quotations you use.
51
There are three levels of direct quoting:
a. Specific details – use words or phrases from the text to support your argument.
Details should be short—a word or phrase–and they should be
incorporated into your own sentences.
Jack was “bent double” with his “nose only a few inches from the humid
earth” tracking the trail of the pig “dog-like…on all fours” (Golding 48)
b. Brief quotations – are fewer than three lines and should be carefully
introduced and integrated into your writing. Put quotation marks around
all briefly quoted material.
On the wall of his room is a “large tinted photograph of his dead wife, who,
if Masses willed and paid for out of her own estate could do it, was in
Heaven” (99).
c. Lengthy quotations (also called block quotes) are used when you want to quote
more than three lines of text. Think carefully before using this type of quotation and
make sure the entire section you want to quote directly supports your argument.
Block quotes should be single-spaced and indented four spaces from the left margin,
and should not use quote marks.
Steinbeck writes:
When the servant come in bearing the message that Juana and Kino have arrived, the
doctor sat up in his high bed. He had on his dressing gown of red watered silk that had
come from Paris, a little tight over the chest now if it was buttoned. On his lap was a silver
tray with a silver chocolate pot and a tiny cup of eggshell china, so delicate that it looked
silly when he lifted it with his big hands (701).
52
I. Which of the following sentences contains correct constructions of textual evidence. Write
C if Correct and INC if Incorrect.
__________1. Gatsby's charisma was apparent in his smile, ". . . one of those rare smiles
with a quality of eternal reassurance in it. ." (48).
_________2. Gatsby's charisma was apparent in his smile, "one of those rare smiles with a
quality of eternal reassurance in it" (48).
__________3. Nick is disillusioned with Tom and Daisy in the end; he tells us, "they were
careless ... they smashed up things ... and then retreated back into their money or their vast
carelessness" (180).
__________4. Nick is disillusioned with Tom and Daisy in the end; he tells us, "they were
careless II... ] they smashed up things [.. ]and then retreated back into their money or their
vast carelessness" (180)
__________5. People at Gatsby's partie stalk about him, Generating even more curiosity
and rumors. "This party had preserved
a dignified homogeneity" (45).
II. COMPARE THESE PARAGRAPHS. Write your observations about these two
paragraphs.
UNSUPPORTED:
Within the first few paragraphs of The Great Gatsby, the reader becomes familiar
withthe narrator's distinctive voice.
Nick Carraway claims to be telling us about himself, who he is and how he views the world.
Events throughout the novel,
however, demonstrate that his self perception is not wholly accurate. He says things about
himself that his own narration
proves false. This ironic opening reveals how Fitzgerald uses the first person narrative, not
only to tell us about Gatsby,
but also to tell us about Nick.
SUPPORTED:
Within the first few paragraphs of The Great Gatsby, the reader becomes familiar
with the narrator's distinctive voice. Nick Carraway begins
by telling us the advice his Father gave to him in his "younger and more vulnerable years,"
but we soon find out that this speaker is still quite
a young man (1). Nick claims he has learned from his father's words and now is "inclined to
reserve all judgments," for he believes that
"reserving Judgments is a matter of infinite hope" (1). Yet, throughout the novel Nick does
little else Besides cast judgment on the people
53
he describes. He determines that Jordan is dishonest And "instinctively avoided clever,
shrewd men;" and later he tells us she deals
in "universal skepticism"(59, 81). He claims that Tom is arrogant, that Daisy wants others to
shape her life for her, and that both crush people
around them with cruel carelessness (114,151, 180). About Gatsby, Nick offers many
judgments. He had "disapproved of [Gatsby] from
beginning to end" and felt his mysterious neighbor had "paid a high price for living Too long
with a single dream" (154, 162). In the end,
Nick groups all of them together and Judges what caused their difficulties: "Tom and
Gatsby, Daisy and Jordan and I, were all Westerners,
and perhaps we possessed some deficiency in common which made us subtly unadaptable
to Eastern life" (177). Although Nick may start out
wishing to refrain
RATING GUIDE
NEEDS
IMPROVEMENT
elaboration of
GRAMMAR AND
PUNCTUATION
Include correctness
of grammar, choice
of words and use
of appropriate
used.
punctuation marks.
TOTAL SCORE

Week 10– 12. Purposeful Writing in the Disciplines and for Professions
54
1. To Identify the unique features of and requirements in composing texts

that are useful across disciplines.
2. To explain how one’s purpose is a crucial consideration in academic and
professional writing.
3. To understand the requirements of composing academic.
4. To write a position paper.
Discussion.
PURPOSEFUL WRITING
Writing is simultaneously the most revealing and

mystifying method of communication. The bigger one’s
vocabulary, the more they can expose, yet the more they are
able to hide their intentions with pretense. Writing about serious
matters requires confidence, because you’re not only putting out
an expression, but what ultimately becomes a gestalt platform
and position that you must answer for.
When we censor ourselves or stay in the safe box of

trivial matters, it can be out of fear of judgement, or of being
wrong, but most scary is when it is out of fear of annihilation.
With the internet, if you express something that is disagreed with by the right people, it may
not be forgotten, and more importantly might not be forgiven. It can cost you not just a job,
but future prospects for employment. Writing purposefully is always a calculated risk. There
are some risks in writing that are too great to be taken, with marginal benefits to be gained
despite being truthful. While there is a continuum between safety and danger in writing, in
order to truly connect with an audience, one must push the boundary of comfort to some
degree in order to chisel away at a larger truth.
BOOK REVIEW
B
ook review is a form of literary criticism in which a book is analyzed based on
content, style, and merit.A book review can be a primary source opinion piece,
summary review or scholarly review.Books can be reviewed for printed periodicals,
magazines and newspapers, as school work, or for book we b sites
on the Internet. A book review's length may vary from a single
paragraph to substantial essays. Such a review may evaluate the
book on the basis of personal taste. Reviewers may use the
occasion of a book review for a display of learning or to promulgate
their own ideas on the topic of a fiction or non-fiction work.
55
Before You Read
Before you begin to read, consider the elements you will need to include in your review. The
following items may help:
o Author: Who is the author? What else has s/he written? Has this author won any
awards? What is the author’s typical style?
o Genre: What type of book is this: fiction, nonfiction, romance, poetry, youth fiction, etc.?
Who is the intended audience for this work? What is the purpose of the work?
o Title: Where does the title fit in? How is it applied in the work? Does it adequately
encapsulate the message of the text? Is it interesting? Uninteresting?
o Preface/Introduction/Table of Contents: Does the author provide any revealing

information about the text in the preface/introduction?
As You Read
As you read, determine how you will structure the summary portion or background
structure of your review. Be ready to take notes on the book’s key points, characters, and/or
themes.
o Characters: Are there characters in the work? Who are the principal characters? How
do they affect the story? Do you empathize with them?
o Themes/Motifs/Style: What themes or motifs stand out? How do they contribute to the

work? Are they effective or not? How would you describe this author’s particular style?
Is it accessible to all readers or just some?
o Argument: How is the work’s argument set up? What support does the author give for
her/findings? Does the work fulfill its purpose/support its argument?
o Key Ideas: What is the main idea of the work? What makes it good, different, or
groundbreaking?
o Quotes: What quotes stand out? How can you demonstrate the author’s talent or the
feel of the book through a quote?
When You Are Ready to Write
The final portion of your review will detail your opinion of the work. When you are ready to
begin your review, consider the following:
56
o Establish a Background, Remember your Audience: Remember that your audience
has not read the work; with this in mind, be sure to introduce characters and principals
carefully and deliberately.
o Minor principals/characters: Deal only with the most pressing issues in the book. You
will not be able to cover every character or idea. What principals/characters did you
agree or disagree with? What other things might the author have researched or
considered?
o Organize: Determine what kind of balance to strike between your summary information
and your evaluation. If you are writing your review for a class, ask your instructor. Often
the ratio is half and half.
o Your Evaluation: Choose one or a few points to discuss about the book. What worked
well for you? How does this work compare with others by the same author or other
books in the same genre?
BOOK REVIEW Sample
THE LITTLE PRINCE

by Antoine de Saint Exupéry
Published 1943
Review by Jenn
I'm somewhat surprised at myself for not writing a review of this, one of my all-time
favorite books, before now. If I had to venture a guess as to why this is so, I'd have to say
that it's probably because this beautiful little fable means too much to me personally; I've
been afraid to write about it for fear of not doing it justice. Now I'll give it my best shot, and
ask anyone who should happen to read this review, if you find my essay wanting in some
way, please still give the book a read and judge for yourself as to the quality of the story.
Most bookstores carry this French novella in their children's section. I can
understand why this is the case: the book is less than one hundred pages, the sentences
are simple and flow with an easy, poetic grace, and interspersed with the clear text are
more than forty watercolor pen-and-ink pictures drawn with a childlike gravity that is yet
meticulously detailed - as fine a masquerade of children's literature as was ever created.
But make no mistake - it is a masquerade; for, while a proper reading of this book requires
a child's faith, acceptance, and willingness to make a complete suspension of disbelief, this
story, difficult to define, comes closer to philosophy than to anything else.
Translated by Katherine Woods, the author is Antoine de Saint Exupéry, a French

pilot and author of a number of books on the subject of aviation, many of which are
considered classics of French and World literature in their own right. The Little Prince,
however, stands in a class by itself, and expresses the world-weary and cynical author's
yearning for a freer and more sincere and introspective world. Exupéry tells his story in a
semi-autobiographical fashion, beginning the tale with an anecdote describing how, as a
child, he was urged by sensible adults to put down his paints and colored pencils that he
57
might concentrate on "matters of consequence" - thereby, declares Exupéry, checking
"what might have been a magnificent career as a painter."
The book then skips ahead many years later. Exupéry, himself now a "sensible"
adult who has resolutely put away childish things, has crashed his plane in the harshly
beautiful but harshly unforgiving Sahara desert, is desperately working against time to fix
his engine before his water supply runs out when he hears a child's voice address him thus:
"If you please - draw me a sheep!" The astounded pilot turns to encounter the owner of the
voice, a small boy with yellow curls, prince of distant asteroid.
Says the author, "I should have liked to begin this story in the fashion of the fairy-tales...
'Once upon a time there was a little prince who lived on a planet that was scarcely bigger
than himself, and who
ad need of a sheep...' To those who understand life, that would have given a much
greater air of truth to my story."
Understanding life is what this story is about, for both the author and his subject.
The Little Prince lived happily alone on his small planet until the wind planted for him a new
seed, from which sprang the loveliest flower he had ever seen. He lavished his love and
attention upon the flower, which in turn tormented him with her vanity and her pride,
ultimately driving him to abandon his home and venture forth into the galaxy in search of the
secret of what is really important in life. He learns this secret, finally, from a creature of the
Earth - a fox. With his new level of understanding, the Little Prince is at last ready to return
home, but not before he passes on his new knowledge to the author - knowledge of the
healing power of love which makes all things unique, and how the pain of saying goodbye is
worth it if it changes how we look at the world.
I'd like to close with a quote from the book's own jacket copy: "There are a few
stories which in some way, in some degree, change the world forever for their readers. This
is one."
LITERATURE REVIEW
L
iterature review is a text of a scholarly paper, which includes the current knowledge
including substantive findings, as well as theoretical and methodological contributions
to a particular topic. Literature reviews are secondary sources, and do not report new
or original experimental work. Most often associated with academic-oriented literature, such
reviews are found in academic journals, and are not to be confused with book reviews that
may also appear in the same publication. Literature reviews are a basis for research in
nearly every academic field.
Steps in Writing a Literature Review
1. Writing the introduction

In the introduction, you should:
58
o Define or identify the general topic, issue, or area of concern, thus providing an
appropriate context for reviewing the literature.
o Point out overall trends in what has been published about the topic; or conflicts in
theory, methodology, evidence, and conclusions; or gaps in research and scholarship;
or a single problem or new perspective of immediate interest.
o Establish the writer's reason (point of view) for reviewing the literature; explain the
criteria to be used in analyzing and comparing literature and the organization of the
review (sequence); and, when necessary, state why certain literature is or is not
included (scope).
2. Writing the body

In the body, you should:
o Group research studies and other types of literature (reviews, theoretical articles, case
studies, etc.) according to common denominators such as qualitative versus quantitative
approaches, conclusions of authors, specific purpose or objective, chronology, etc.
o Summarize individual studies or articles with as much or as little detail as each merits
according to its comparative importance in the literature, remembering that space
(length) denotes significance.
3. Writing the conclusion

In the conclusion, you should:
o Summarize major contributions of significant studies and articles to the body of

knowledge under review, maintaining the focus established in the introduction.
o Evaluate the current "state of the art" for the body of knowledge reviewed, pointing out
major methodological flaws or gaps in research, inconsistencies in theory and findings,
and areas or issues pertinent to future study.
The literature review should:
o compare and contrast different authors' views on an issue

o group authors who draw similar conclusions
o criticise aspects of methodology
o note areas in which authors are in disagreement
o show how your study relates to previous studies
The purposes of the review are:
o to define and limit the problem you are working on

o to place your study in an historical perspective
o to avoid unnecessary duplication
o to evaluate promising research methods
o to relate your findings to previous knowledge and suggest further research
59
LITERATURE REVIEW Sample
ENGLISH PROFICIENCY
(Review of Literature)
To confirm the validity of this study, past researches and other works onEnglish
proficiency were consulted.
As cited by (Haber 2009) according to Cook, language is at the center of human life.
It is one of the most important ways of expressing love or hatred forpeople; it is vital in
achieving many of man’s goals and career; it is the source of artistic satisfaction or simple
pleasure.
Furthermore, Cook emphasized that language is used for planning one’s lives and
remembering ones past; people exchange ideas and experiences through language, they
likewise identifythemselves with people who speak the same language. Some people are
able todo this in more than one language. Knowing another language may mean: getting
job, a chance to get educated; the ability to take a fuller part in the life of one’s own country
or the opportunity to migrate to another, an expansion of one’s literacy and cultural
horizons; the expressions of one’s political opinions or religious belief. It affects people
careers and possible futures their lives and veryidentities. In a world where probably more
people speak two languages thanspeak one language learning and teaching are vital to
everyday lives of millions.
Chomsky argued that children learn languages that are governed byhighly subtle
and abstract principles, and they do so without explicit instructionor any other environmental
clues to the nature of such principles. Hencelanguage acquisition depends on an innate,
species-specific module that isdistinct from general intelligence.
According to Steven Pinker, all normal human brains come primed forlanguage
acquisition. They have an innate ability to memorize vocabulary, internalize rules regarding
their native language's grammar and syntax, andremember irregular forms. Children are
constantly hearing and processingspeech, so their brains are able to analyze the
grammatical structure of thesentences and parse it into basic rules about the language. As
a result, childrenlearn the basic vocabulary of their language, as well as grammatical
details.Children's mental dictionaries expand rapidly as they acquire new vocabulary
andlearn new idioms and expressions. Likewise, their grammar modules quickly learnand
apply the proper rules of the language.
60
RESEARCH REPORT
R
esearch report is a written document containing key aspects of research project. It is
a medium to communicate research work with relevant people. It is also a good
source of preservation of research work for the future reference. Many times, re
search findings are not followed because of improper presentation. Preparation of research
report is not an easy task. It is an art. It requires a good deal of knowledge, imagination,
experience, and expertise. It demands a considerable time and money.
o Research report is the systematic, articulate, and orderly

presentation of research work in a written form.
o Research report is a research document that contains basic
aspects of the research project.
o Research report involves relevant information on the research
work carried out. It may be in form of hand-written, typed, or
computerized.
Parts of a Research Report
I. First Part (Formality Part):
(i) Cover page

(ii) Title page
(iii) Certificate or statement
(iv) Index (brief contents)
(v) Table of contents (detailed index)
(vi) Acknowledgement
(vii) List of tables and figures used
(viii) Preface/forwarding/introduction
(ix) Summary report
II. Main Report (Central Part of Report):
(i) Statement of objectives

(ii) Methodology and research design
(iii) Types of data and its sources
(iv) Sampling decisions
(v) Data collection methods
(vi) Data collection tools
(vii) Fieldwork
(viii) Analysis and interpretation (including tables, charts, figures, etc.)
(ix) Findings
(x) Limitations
(xi) Conclusions and recommendations
(xii) Any other relevant detail
61
III. Appendix (Additional Details):
(i) Copies of forms used

(ii) Tables not included in findings
(iii) A copy of questionnaire
(iv) Detail of sampling and rate of response
(v) Statement of expenses
(vi) Bibliography – list of books, magazines, journals, and other reports
(vii) Any other relevant information
WRITING A RESEARCH REPORT
A research report can be based on practical work, research by reading or a study of

an organisation or industrial/workplace
40 situation.
1. Preparing
 Identify the purpose/the aims of the research/research question.

 Identify the audience.–lecturer/ supervisor/ company/ organization management/staff.
The amount of background included will vary depending on the knowledge of the
“audience”.
2. Collecting and organizing information
There are two main sources of information depending on the research task:
 Reading — theory and other research

 Research — experiments, data collection‐questionnaires, surveys, observation,
interviews.
 Organise and collate the information in a logical order. Make sure you record the
bibliographic information of your reading as you go along.
3. Planning
Consider the following:
a. Logical organization
Information in a report must be organized logically. Communicate the main ideas followed
by supporting details and examples. Start with the more important or significant information
and move on to the least important information.
b. Headings
Use headings and suitable sub headings to clearly show the different sections. In longer
reports the sections should be numbered.
4. Writing the report 41
a. Draft the report from your detailed plan.

b. Do not worry too much about the final form and language, but rather on presenting
the ideas coherently and logically.
c. Redraft and edit. Check that sections contain the required information and use
suitable headings, check ideas flow in a logical order and remove any unnecessary
information.
62
d. Write in an academic style and tone.
 Use a formal objective style.

 Generally avoid personal pronouns; however, some reports based on your own field
experience or work placement can be reflective the first person can be used. For
example, “I observed..”. If in doubt about this, check with the lecturer.
WRITING PROJECT PROPOSALS
P
roject proposals are documents that are written for problem solving, service
provision, event planning, or equipment selling. Generally, proposals are used to
convince the reader to do what the proposal suggests, such as buying goods or
services, funding a project, or implementing a program.
Proposals in the professional world are used for internal (within an organization) and
external (from one organization to another) purposes. They are the way of generating
income for companies or seeking funding for projects.
Proposals are usually written in response to Request for Proposal (RFP), which funding
agencies send out. Interested organizations send proposals following the requirements
stipulated in the RFP. Requesting parties are thus able to compare different responses to a
problem. Thus, it is clear that a proposal provides a plan to satisfy a need.
A proposal stands out depending on its ability to clearly answer questions about
what is being proposed, how the plan will be carried out, when it will be implemented, and
how much money will be needed or spent. In other words, proposals are persuasive
documents that need to do the following: highlight reader benefits, prove your credibility in
carrying out the project, and allow the reader to respond easily.
Even in your lives as students, you have been familiarized with writing proposals –
maybe without even knowing it. Whenever you envision, plan, and complete a project for
your science class or your club outreach, you are thinking about fulfilling a need for
something. This process may involve writing a paper or doing a presentation in front of an
audience to get their approval.
PURPOSE OF THE PROJECT PROPOSAL
By creating a project proposal, you can help gain grant money, investor money, and
loan money for large projects. In addition, constructing a project proposal can help
demonstrate to stakeholders that you are serious about the undertaking your team wishes
to carry out. It serves as a guideline that you will come back to when writing the project plan
and where you will define the project scope.
Proposals are prepared to apply for external funds for the implementation of a
project. Most grant applications ask for the same information, but they often have different
formats. Some will have a list of questions. Others will ask for a “narrative” — the story of
your project.
ADVANTAGES
63
 A proposal is an essential marketing document that helps cultivate an initial professional
relationship between an organisation and a donor over a project to be implemented
 A proposal facilitates appropriate words for the conception of an idea
 The proposal has a framework that establishes ideas formally for a clear understanding
of the project for the donor
 Successful proposals mean financial aid for the organisation to grow for the replication
of project and ideas
DISADVANTAGES
 Planning problems: Although a good idea exists, yet when we try to plan it out
extensively, we face many unexpected challenges
 There are often tight deadlines, and proposals may be rejected
FORMAT OF THE PROJECT PROPOSAL
Proposals are primarily categorized according to their length. An informal proposal is

about 2-4 pages long. A formal proposal, meanwhile, has 5 or more pages. Regardless of
their purpose and audience, they have standard parts such as the following:
1. Introduction
This part provides the background necessary for understanding the project, which is
done by discussing the following:
a. Rationale – This identifies the problem to be addressed and show the need to solve
it.
b. Objectives - These reveal what the project intends to achieve in terms of results. It
also gives the reader an idea of an intended solution. Good objectives are SMART
(Specific, Measurable, Attainable, Result oriented, and bound within a realistic Time
frame).
c. Benefits – These show what the reader or the target audience can gain from the
proposal, which may be improvements in processes or systems, an increase in
revenue, or a change in behavior of the beneficiaries of the proposal.
2. Project Description
This section gives specific information about the project itself. It indicates how the
project will address the identified problem through the fllowing parts:
a. Methodology – This details the different activities the project will take on, including
the manpower and resources to be utilized, and the expected output.
b. Schedule – This discusses the task duration and expected start and end days of
each activity in the project.
c. Budget – This presents an analysis of all the costs anticipated in the project, which
can be itemized or shown as a whole, depending on the needs of the project.
TIPS TO WRITE A SUCCESSFUL PROPOSAL
64
1. Plan ahead. Allow plenty of time for those involved to meet, discuss, and review
progress in the grant writing process. Also, allow enough time to get the required
signatures and to get the proposal to the funder.
2. Make it a team effort. Assign specific roles and responsibilities to people in terms of
developing the proposal.
3. Be realistic in what you are proposing. What can reasonably be accomplished in the
scope time and resources of this grant?
4. Be factual and specific. Don't talk in generalities or in emotional terms. Be sure to

substantiate all statements in your proposal, otherwise don't make them.
5. Consider collaborating with other organizations. At a minimum, find out what other
proposals are being submitted to the same donor at the same time.
6. Choose a format that is clear and easy to read. Readers are overloaded with
proposals and appreciate legible, attractive proposals. Make sure tables are legible and
easy to figure out.
7. Be aware of donor priorities. Carefully match your project with an appropriate funding
source. The primary difference between successful grant writing and inefficient proposal
submission is the amount of time invested in the strategic identification of appropriate
funders.
Sample of a PROJECT PROPOSAL
NAME OF THE PROJECT GulayansaPaaralan Project

MUNICIPALITY Tagbina
PROPOSED IMPLEMENTING Department of Education (DepED)

NATIONAL GOVERNMENT (In cooperation with other concerned
AGENCY government agencies)
65
To improve and increase vegetable
production and consumption by
teaching the learners the methods of
sustainable production of food which
are applicable to their homes and
important for household security. It
OBJECTIVES
also aims to establish school gardens
to serve as main source of food to
sustain supplementary feeding. It also
showcase small-scale production
models in schools to be replicated in
the household.
School Garden, Gardening Tools,

TARGET PHYSICAL OUTPUTS Data /Records on Health & Nutritional
Status of the Learners
In ALL barangays and sitios within the

LOCATION OF PROJECTS
municipality of Tagbina
Tagbina I District - 24 Public

Elementary Schools Tagbina II - 15
TARGET BENEFICIARIES Public Elementary Schools Cluster VII
Secondary School – 7 Public
Secondary Schools
BUDGET
Requested from National Php 391, 000. 00

Government LGU Counterpart 69, 000. 00
TOTAL Php 460, 000. 00
POSITION PAPER
P
osition paper is an essay that presents an opinion about an issue , typically that of
the author or another specified entity; such as a political party. Position papers are
published in academia, in politics, in law and other domains. Position papers range
from the simplest format of a letter to the editor through to the most complex in the form of
an academic position paper. Position papers are also used by large organizations to make
public the official beliefs and recommendations of the group.
Write a position paper to:
 Organize and outline your viewpoint on an issue

 Formally inform others of your position as a foundation to build resolution to difficult
problems
 Present a unique, though biased, solution or a unique approach to solving a problem
66
 Frame the discussion in order to define the "playing field." This can put you in an
advantageous position with those who may not be so well prepared as regards the
issues behind their positions
 Establish your credibility. Here you are demonstrating that you have a command of the
issues and the research behind them, and can present them clearly
 Let your passion be demonstrated in the force of your argument rather than in the use
of emotional terms
 Guide you in being consistent in maintaining your position in negotiation
The better prepared you are the more disadvantaged are your opponents and more likely
they will defer to you.
Guidelines:
 Format should be consistent with guidelines determined by the sponsoring organization

or committee
 Include topic, date, purpose, etc., and should readily identify you as the author
 If the paper represents a group, organization, committee, do not write in the first person
(not I, my, mine, etc. but rather we, our, etc.)
 Limit yourself to two pages following the format established by previous successful
position papers
Research:
 Develop supporting evidence for both sides including factual knowledge, statistical
evidence, authoritative testimony
 Identify the issues and prejudices keeping in mind your audience. List these as
appropriate and anticipate counterclaims
 Assume familiarity with basic concepts but define unfamiliar terms/concepts or state
meanings that define your point of departure
 Refer to those who agree with your position to assist you in developing your argument
 Familiarize yourself with those who disagree with you to prepare your defense.
Summarize their argument and evidence, then refute
Introduction:
 Consider your audience: start with a topic sentence or two that attracts attention and
summarizes the issue
Inform the reader of your point of view
Development:
a. Focus on three main points to develop

b. Each topic is developed with
 a general statement of the position
 an elaboration that references documents and source data
 past experiences and authoritative testimony
 conclusion restating the position
Establish flow from paragraph to paragraph
67
 Keep your voice active
 Quote sources to establish authority
 Stay focused on your point of view throughout the essay
 Focus on logical arguments
 Don't lapse into summary
in the development--wait for the conclusion
Conclusion
 Summarize, then conclude, your argument

 Refer to the first paragraph/opening statements
as well as the main points
 does the conclusion restate the main ideas?
 reflect the succession and importance of the arguments
 logically conclude their development?
Share a draft with others to better develop the paper and ensure that your argument is
clear
Revise, spell-check, and succeed in building your case.
POSITION PAPER Sample
Committee: Commission on Human Rights

Topic: Violence against Women
Country: The Kingdom of Denmark
Delegate: William Hayward Wilson, Shea University
The Universal Declaration of Human Rights states, “no one shall be subjected to
torture or to cruel, inhuman or degrading treatment or punishment.” Although this doctrine
was adopted in 1948, the world has fallen quite short of this goal. Violence against women
pervades all states and it is the duty of the international community to ensure that all
persons are afforded equality and respect. Despite cooperative efforts at combating gross
human rights abuses, such as the adoption of the Declarationon the Elimination of Violence
against Women, the United Nations has not been able to alleviate the injustice women
worldwide experience daily.
The Kingdom of Denmark believes that in order to end violence against women,
nations must look to empower women in all aspects of society. This includes promoting
equal gender roles in government, civil society, education and business. However,
Denmark also recognizes the need to combat human rights abuses against women as they
occur, and no nation is immune to gender violence.
In 2002, the Danish Government launched an extensive action plan to combat

domestic violence against women. The plan includes measures to help treat abused
women, identify and prosecute the perpetrators, and incorporate professional medical and
psychological staff into the rehabilitation process. The action plan currently reaches out to
both governmental and nongovernmental groups on the local level throughout the nation.
68
The Danish Centre for Human Rights in Copenhagen, Denmark’s foremost national
human rights institution, also promotes and protects human rights. Based on the Centre’s
research, Denmark’s parliament can promote human rights-based legislation and
education/awareness programs throughout the nation. The Centre also addresses the UN
Commission on Human Rights annually regarding human rights developments in Denmark
and internationally. Denmark has no record of committing major human rights violations,
most importantly any targeted at women. In its 2003 Annual Report, Amnesty International
also found no human rights violations against Danish women.
Women are invaluable to Denmark’s society and have achieved significant

economic and social gains in the 20th century. Currently, 75 percent of medical students in
Denmark are women.
Denmark is confident that this Commission can bring about an end to violence
against women without compromising the sovereignty of member states. Education remains
perhaps the most useful tool in protecting victims of gender-based violence. Governments,
UN agencies, and nongovernmental organizations (NGOs) can plan a coordinated
campaign that educates national populations on the various ways women are violently
targeted. Similarly, harmful traditions, such as honor killings and female genital mutilation,
must be stopped by reforming traditional views of women in society. Children of both sexes
need to be taught at an early age to value the rights of women in order to prevent such
violence in their generation.
Another way to stop gender violence would be to reproach member states that
consistently violate treaties such as the Convention on Political Rights of Women (1952),
the Convention on the Elimination of All Forms of Discrimination against Women (1979),
and the Declaration on the Elimination of Violence against Women (1993). Although this
Committee cannot impose sanctions, it can pass resolutions verbally condemning states
that commit human rights violations. The UN High Commissioner for Human Rights can
also meet with representatives of governments that violate the above treaties to discuss
possible solutions.
In order to prevent gender violence, nations must work together to build a culture of
support, equality and community. As such, the Kingdom of Denmark looks forward to
offering its support, in whatever form possible, to nations firmly committed to ending
violence against women in all its forms.
69
I. Write your own project proposal.
II. Cite an interesting topic from the news today and write a position letter in a whole sheet
of paper regarding the topic. Apply the techniques given to make your position letter
effective.
RATING GUIDE
NEEDS
IMPROVEMENT
elaboration of
GRAMMAR AND
PUNCTUATION
Include correctness
of grammar, choice
of words and use
of appropriate
used.
punctuation marks.
TOTAL SCORE

REFERENCES
A. Books
Tiongson, Marella Theresa A., Reading and Writing Skills, Rex Book Store
Inc., 2016.
B. Electronic Research
70
http://asq.org/learn-about-quality/cause-analysis-tools/overview/fishbone.html
http://dd.dgacm.org/editorialmanual/training/lessons/link_b.htm
http://department.monm.edu/cata/mcgaan/classes/cata335/o-claims.335.html
http://grammar.about.com/od/d/g/description2ter.htm
http://grammar.yourdictionary.com/grammar-rules-and-tips/tips-for-writing-
memorandums.html
http://guides.library.queensu.ca/bookreviews/writing
http://jobsearch.about.com/od/jobsearchglossary/g/chronologicalresume.htm
http://library.bcu.ac.uk/learner/writingguides/1.04.htm
http://literarydevices.net/assertion/
http://unilearning.uow.edu.au/report/
http://writing.wisc.edu/Handbook/ReviewofLiterature.html
http://www.businessinsider.com/7-steps-to-writing-a-cover-letter-that-will-actually-get-you-
an-interview-2012-2
http://www.inspiration.com/visual-learning/graphic-organizers
http://www.inspirationboost.com/8-reasons-why-reading-is-so-important
http://www.internationalstudent.com/essay_writing/college_essay/
http://www.istianjinelearning.org/joeschaaf/seec/5-how-to-use-direct-quotations/
http://www.jsu.edu/dept/geography/mhill/research/resreptf.html
http://www.lcc.edu/ces/resumes/
http://www.nyu.edu/classes/keefer/nature/WW2claims.pdf
http://www.oakton.edu/studentservices/learning_center/tutoring/research_paper_tips/
sentence_outline.php
http://www.slideshare.net/staritaes/gpp-project-proposal
http://www.stmoroky.com/reviews/books/prince.htm
http://www.tc.umn.edu/~jewel001/CollegeWriting/START/Modes.htm
http://www.yourarticlelibrary.com/marketing/research-report-introduction-definition-and-
report-format/48713/
http://www2.iath.virginia.edu/elab/hfl0278.html
71
https://bigfuture.collegeboard.org/get-in/essays/3-ways-to-approach-common-college-
essay-questions
https://en.wikipedia.org/wiki/Intertextuality
https://en.wikipedia.org/wiki/Reading_(process)
https://owl.english.purdue.edu/owl/resource/590/1/
https://web.archive.org/web/20080410180947/www.unausa.org/site/pp.asp?
c=fvKRI8MPJpF&b=457147
https://www.englishclub.com/reading/what.htm
https://www.scribendi.com/advice/how_to_format_a_chronological_resume.en.html
www.sswm.info/content/project-proposal-writing
72
Learning Insights
73
Reflection
74

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Table of Contents

Online Rules and Regulations

Week 1 – 4 Reading and Thinking Strategies Across Text Types

Learning Exercises / Activities

Week 5 – 9 Text and Context Connections (Critical Reading)

Learning Exercises / Activities

Week 10 – 12 Purposeful Writing in the Disciplines and for Professions

Course Credit 3 Units

Learning Exercise / Activities

Text and Context Connections (Critical Reading)

 Critical Reading as Looking for Ways of Thinking

Learning Exercise / Activities

Purposeful Writing in the Disciplines and for Professions

Learning Exercise / Activities

ONLINE RULES AND REGULATIONS

2. Students must mute his / her speaker as the discussion started.

3. As the online class started, please observe the following:

C. Make sure that everybody is ready for the session.

D. Be on your well-mannered position, lying or sleeping position is not

E. Eating during online class is not allowed.

Reading and writing

At the end of this course student should be able to:

1. To critique a chosen sample of each pattern of development focusing on information

Week 1 - 4. Reading and Thinking Strategies Across Text Types

Lesson 1: Text as Connected Discourse

Reading is a complex cognitive process of decoding symbols in order to construct or

1. Expose Yourself to New Things

5. Gain Experience from Other People

7. Connecting Your Brain

When reading, you’re in full silence because reading connects

8. Boost Imagination and Creativity

Cohesion – the connection of ideas at the sentence level.

Learning Exercises / Activities:

_____________ 1. It was a dark stormy night.

In her attic bedroom Margaret Murry,

Learning Exercises / Activities:

Instruction: Based on the passage above, describe Text as Connected Discourse.

Rated by: _______________________ Date Rated: ___________ Score: _______

Week 1 – 4. Reading and Thinking Strategies across Text types

1. To identify the different techniques in selecting and organizing

Lesson 2. Techniques in Selecting and Organizing Information.

TECHNIQUES IN SELECTING AND

Example of Brainstorming List:

 Southeast Asia  Hatred of Science and

A graphic organizer is a visual display that demonstrates relationships between

TYPES OF GRAPHIC ORGANIZERS

2. KWL CHART (‘Know-Wonder-Learn’) – is divided into three columns. The first

3. VENN DIAGRAM is a tool that shows all

A. Custodial: Non-custodial Conflicts

II. Economic Problems

B. Women's Job Training

C. Lower Standard of Living

III. Peer Problems

B. Relationships with Dates

NEGATIVE EFFECTS OF DIVORCE ON ADOLESCENTS

I. When family conflicts arise as a result of divorce, adolescents suffer.

Learning Exercises / Activities:

I. Compare and Contrast:

Has three pairs of legs Hatches from chrysalis

Hatches from cocoon Looks pretty

Rated by: _________________ Date Rated: _ Score: ___

Rated by: _________________ Date Rated: _ Score: ___

Rated by: _________________ Date Rated: _ Score: ___

Rated by: _________________ Date Rated: _ Score: ___