SCIENCE &

TECHNOLOGY
Malitbog, Bongabong, Oriental Mindoro

READING AND WRITING SKILLS

January 10 – 21, 2022

Name:
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Grade &
Section:_______________________________________
Address:
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Contact Number:
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Teacher: LEMAR PERALTA LAYAM, LPT

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Contact Number: 0936-823-4069
Parent’s Signature:
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 READING AND WRITING SKILLS
Module 1 (Third Quarter) S.Y. 2020-2021

Name: _______________________________________ Teacher: Mr. Lemar Peralta Layam

Grade/Section: ________________________________ Assigned Date: January 10-21, 2022
Barangay: ____________________________________ Time Frame: 2 WEEKS

MODULE 1
READING & THINKING STRATEGIES ACROSS TEXT TYPES
TARGET LEARNERS:
Grade 11 students

OVERVIEW:
This module is all about Reading and Thinking Strategies across Text Types. As a student, you will be asked
to read and write different types of academic texts—and you need to work hard and work smart to succeed in the tasks
given to you. This module will teach you the different strategies and techniques in reading and writing to help you with
your tasks.

OBJECTIVES:
At the end of this lesson, the learners are expected to;
a. Compare and contrast patterns of written texts across disciplines.
a) Paragraph Development - EN11/12RWS-IIIbf-3
b) Narration - EN11/12RWS-IIIbf-3.1
c) Description - EN11/12RWS-IIIbf-3.2
d) Definition - EN11/12RWS-IIIbf-3.3
e) Classification - EN11/12RWS-IIIbf-3.4
f) Comparison & Contrast - EN11/12RWS-IIIbf-3.5
g) Cause & Effect - EN11/12RWS-IIIbf-3.6
h) Problem-Solution - EN11/12RWS-IIIbf-3.7
i) Persuasion - EN11/12RWS-IIIbf-3.8

RESOURCE MATERIALS:
Reading and Writing - Senior High School
Alternative Delivery Mode 2020
Quarter 1 – Module 1: Reading and Thinking Strategies across Text Types
First Edition, 2020

PRE-ASSESSMENT

A. Directions: Before heading on to our lesson, let us first check what you already know. Read the statements carefully,
and determine what is being referred to, then write your answers on the blanks provided before each number.
___________1.It is a method of writing a paragraph by drawing pictures with words.
___________2.This method of paragraph development involves similarities and differences between two things.
___________3.This gives a written account of an event or story.
___________4.This is a collection of related sentences with one central idea.
___________5.This pattern of development classifies or divides people, places, things or ideas into categories.
B. Can you define what a paragraph is? Try filling up this graphic organizer, with your ideas of what a paragraph is.

1.______________________
1 4.__________________

2. ______________________ PARAGRAPH 5. __________________

3. ______________________ 6. _____________________

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LESSON 1.1 Reading & Thinking Strategies: Writing Paragraphs

 The word paragraph comes from two Greek words: para which means “beyond” or “beside” and graphein which
means “to write”, (to write beyond or beside.)
 A paragraph is a collection of related sentences with one central idea. Each sentence shows connection to other
sentences in the paragraph.
 A paragraph is an independent unit or a related unit. As an independent unit, it is complete in itself. As a related
unit, it is a part of a composition that is combined with other paragraphs to make a larger composition.
 Whether a paragraph is an independent unit or a related unit, it has its beginning, middle and end.

DEVELOPING EFFECTIVE PARAGRAPHS

One of the most important elements in writing is the form or structure. It is worth noting that without a solid
structure in place, the content you have gathered would fall apart. After constructing an outline and writing your first
draft, it is time to get on to paragraph writing.

An effective paragraph shows the unity of the sentences used in developing the main idea. A paragraph is made
up of the topic sentence which contains the main idea, the supporting details and the conclusion or the clinching
sentence at the end.

 Topic sentence – it reveals the main or central idea of the paragraph. It does not necessarily have to be placed at
the beginning of the paragraph. It may be found in the middle of the first and the last sentence or at the end. If it is
found at the end of the paragraph, it may be used as a clinching or concluding sentence.
 Supporting details – they give the paragraph life as it elaborates on the scope given by the topic sentence.
 Clinching sentence – it closes your paragraph. According to Dagdag (2010), this “may be a restatement of the
topic sentence, a summary, or a conclusion based on the supporting details.”

Example:

My First Day

My first day of college was a disaster. First, I went to the wrong classroom for math. I was sitting in the class,
surrounded by people taking notes and paying attention to how to do equations, which would have been okay if I was
supposed to be in an algebra class. In reality, I was supposed to be in geometry, and when I discovered my error, I had
already missed the first twenty minutes of a one-hour class. When I got to the correct class, all twenty-five students
turned and looked at me as the teacher said, “You’re late.” That would have been bad enough, but in my next class my
history teacher spoke so fast I could not follow most of what he said. The only thing I did hear was that we were
having a quiz tomorrow over today’s lecture. My day seemed to be going better during botany class, that is, until we
visited the lab. I had a sneezing fit because of one of the plants in the lab and had to leave the room. When I finally
finished my classes for the day, I discovered I had locked my keys in the car and to wait for my brother to bring
another set. My first day of school was so bad that I know the rest will have to be better.

In the above paragraph, the topic sentence appears in bold sentence and the clinching sentence in italics. Notice
how the sentences in between support and develop the topic sentence by giving specific examples and supporting
details. These examples are the writer’s “proof” of his bad first day of school.

ACTIVITY 1: Read the paragraph below and identify the topic sentence, supporting details and clinching sentence.
Write your answer on the blank provided below each paragraph.

1.  Oceans and lakes have much in common, but they are also quite different. Both are bodies of water, but oceans are
very large bodies of salt water, while lakes are much smaller bodies of fresh water. Lakes are usually surrounded by
land, while oceans are what surround continents. Both have plants and animals living in them. The ocean is home to
the largest animals on the planet, whereas lakes support much smaller forms of life. When it is time for a vacation,
both will make a great place to visit and enjoy. I want to swim in the lake.

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2. There are three reasons why Canada is one of the best countries in the world. First, Canada has an excellent health
care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of
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Module 1 (Third Quarter) S.Y. 2020-2021

education. Students are taught by well-trained teachers and are encouraged to continue studying at university. Finally,
Canada’s cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live.
As a result, Canada is a desirable place to live.

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3. Climate change is an issue that concerns many people in our society. This concern has made people more
environmentally conscious, and more and more people are making simple changes to their lifestyles that will help reduce
their demands on the environment. Unfortunately, stopping after making a few small changes will not be enough. The
good news is that continuously adding new and greener habits to our daily lives will not only save the environment, it will
also save us money.
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LESSON 1.2 Reading & Thinking Strategies: Narration

 Narration, from the root word narrates, originated from the Latin word narrare— which means related or told.
 It gives a written account of an event or story, or simply, storytelling. The sequence of events is told in
chronological order.
 It usually contains the following: the who, what and when.
 A narrative must have “vivid” description of details, a consistent point of view and verb tense, and a well-
defined point or significance.” (Tiongson, 2016).
 At the end of writing it, it must send a clear message to its readers through the story.
A narrative paragraph simply tells what happened and establishes facts. It is sharing of personal experiences that offer
lessons and insights. It is more than just a chronological sequence of events that happen to the different
characters. It also contains elements of drama and tension.
Narration is the most common type of paragraph development. It has the following elements:
1. Setting. It is the time and location in which a story takes place.
2. Characters. The life-giving element of the story.
3. Plot. It is the logical series of events in the story.
The five essential parts of the plot are:
a. Exposition. It is the part of the story where the characters and the setting are revealed.
b. Rising Action. It is where the events in the story become complicated and the conflict in the
story is exposed.
c. Climax. This is the highest point of interest and the turning point of the story.
d. Falling Action. The events and complications begin to resolve themselves.
e. Denouement. The final resolution of the plot in the story.
4. Point of View. It is the perspective of the writer in narrating the story.
a. First person point of view. The story is told by the protagonist or one of the characters using
pronouns I , me , we.
b. Second person point of view. The author tells the story in second point of view using the
pronouns you , yours, and your.
c. Third person point of view. The narrator is not part of the story but describes the events that
happen. The writer uses the pronouns he, she, him, and her.

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ACTIVITY 2: Read the story and answer the comprehension questions that follow.

A Trip to The Country

One day a father and his rich family took his young son on a trip to the country with the firm purpose to show him how
poor people can be. They spent a day and a night in the farm of a very poor family. When they got back from their trip the
father asked his son, “How was the trip?” The boy replied, “The boy replied, “Very good Dad!” The father continued,
“Did you see how poor people can be?” The boy just said, “Yeah!” The father asked again , “And what did you learn?”
The boy answered, “I saw that we have a dog at home, and they have four. We have a pool that reaches to the middle of
the garden; they have a creek that has no end. We have imported lamps in the garden, they have the stars; they have the
stars; our patio reaches to the front yard, they have a whole horizon. When the little boy was finishing, his father was
speechless. The son added, “Thanks, Dad, for showing me how poor we are!”

COMPREHENSION QUESTIONS:
1. Who is the main character of the story?
A. Father and son C. Sister
B. Brother D. Grandmother

2. Where is the setting of the narrated story?

A. Home C. Cave
B. Garden D. Market

3. In what point of view is the paragraph written?

A. First person point of view C. Third person point of view
B. Second person point of view D. All of the above

4. What is the denouement of the story?

A. One day a father and his rich family took his young son on a trip to the country with the firm purpose to show him how
poor people can be.
B. They spent a day and a night in the farm of a very poor family.
C. The son added, “Thanks, Dad, for showing me how poor we are!”
D. None of the Above

LESSON 1.3 Reading & Thinking Strategies: Description

 Description gives information of what a person, an object, a place or a situation is like.
 It appeals to the reader’s senses.
 A descriptive paragraph has concrete and specific details, which are carefully chosen by a writer to paint a
picture in the mind of the reader.
 Descriptive writing emphasizes a reader’s ability to paint vivid pictures using words on a reader’s mind. This relies
on the writer’s ability to appeal to his/her five senses: the sight, smell, touch, taste, and hearing.
 To rouse feelings, emotions and reactions from the readers is what descriptive paragraphs aim for. Simple
adjectives will not simply cut it for readers desiring for appropriate description of an event, thing, place or person.
 According to Dagdag (2010), there are two types of description: objective and subjective. Objective description is
a factual description of the topic at hand. This relies its information on physical aspects and appeals to those who
crave for facts. Meanwhile, subjective description allows the writer to explore ways to describe an emotion, an
event, a thing, a place or person, appealing to emotions. Often, this is an artistic way of describing things, mostly
from the eye and perspective of the writer.
Here is a word bank of sensory words to refer to when you want to add descriptive details to your paragraphs:

SIGHT SOUND SMELL TOUCH TASTE

sparkling yelp musty sticky spicy
gloomy shriek rotten grainy sweet
glossy whisper fragrant smooth sour
bright hiss fresh satiny bitter
dazzling screech pungent pointy bland
cloudy chortle fruity clammy creamy
blurred sneeze stinky furry delectable

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ACTIVITY 3: Try these writing activities. Use your imagination!

A. Imagine yourself somewhere in the forest. You cannot find your way to get back home. Write a short paragraph
describing your sensations. You may use the word bank list to help you express your sensations.
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B. Meljoy wants to know the exact parts of the microscope, what actions she will do in order to evaluate the parts of the
microscope correctly?

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LESSON 1.4 Reading & Thinking Strategies: Definition

 Definition explains a concept, term or subject. Its main purpose is to tell what something is.
 It consists of three parts: (1) the term, concept or subject to be defined; (2) the general class to which it belongs; and
(3) the characteristics that differentiate it from the other members of its class.
 A definition explains what a term means. When you want your readers to know exactly how you are using a
certain term or an unfamiliar concept , you use definition.
Definition is the main constituent of any dictionary. In developing a paragraph by definition, you should take account of
these things:
a) the term to be defined
b) the class to which the term belongs
c) the characteristics that distinguish the term from the other members of its class.
Take a look at this example of a definition:
An owl is a bird with a large head, strong talons and has a nocturnal habit.
Owl – is the term to defined
Bird – is the class where the owl belongs
with a large head, strong talons and has a nocturnal habit – are the characteristics that distinguish the owl from the other
birds.
The following are the different types of definitions:
1. Formal Definition. The definitions provided in dictionaries.
Examples:
1. Comic books (term) are sequential and narrative publications (class) consisting of illustrations, captions,
dialogue balloons, and often focus on super-powered heroes (differentiating characteristics).
2. Informal Definitions. The three common informal definitions are operational definitions, synonyms, and
connotations.
a. Operational Definitions gives the meaning of an abstract word for one particular time and place.
Example: Weight of an object, operationalized to a degree, would be the following: “weight is the numbers
that appear when that object is placed on a weighing scale.”
b. Synonyms or words that mean the same as another word.
Example: Bossy: controlling, tyrannical
c. Denotation is the exact meaning of the word.
Example: Hollywood connotes such as glitz, glamour, tinsel, celebrity and dreams of stardom.
d. Connotation is an idea or meaning suggested by or associated with a word or things.
3. Definition Paragraph. It is a definition sentence which is extended into a paragraph by adding meanings,
descriptions, narrations , and other kinds of paragraph development to make clear the term being defined.
Example: (visit www.English120.pbworks.com)

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ACTIVITY 4: Try to develop a paragraph by using the definition method (FORMAL or INFORMAL). Choose your
topic from the words listed below. Define the term and expand it by description or giving examples.

1. Education
2. Senior High School
3. Family
4. COVID-19
5. Student

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LESSON 1.5 Reading & Thinking Strategies: Classification

 Classification paragraphs group items into categories, to establish a clear distinction.
 If the topic encompasses a large body of information, one effective way of elaborating it is through classifying
things of distinct features into groups/classes.
 Classification groups items into categories to establish a clear distinction between related or similar ideas.
Similar items are grouped into categories for the readers to better understand and analyze the material at hand.
In a classification paragraph you tell readers how a collection of items can be sorted into categories. It is an
activity of sorting items (people, things , ideas ) into categories.

Terms that signal classification

aspects kinds qualities traits
areas levels systems types

Transitional Expressions

can be divided can be categorized

can be classified the first type

ACTIVITY 5: Read the paragraph below and answer the questions that follow.

Types of Friends

Friends can be classified according to their honesty , loyalty , the type that fits you into their schedule , or
the type that finds time for you when they need something. An honest friend tells you the truth even if it’s
not always what you want to hear. In the long run , that honest friend may have saved you from
embarrassment or possibly rejection. They give you constructive criticisms overall. The loyal friend is the type of
friend that will be there for you through thick and thin. They don’t care how good or bad you may look one
day; they are sensitive to your feelings , they respect you and the other people in your life, and most of all
they will never let you down when times are hard. They may be what you call a best friend. The third group,
the person that fits you into their schedule , is the type of person that is always on the go. They barely have
time for themselves let alone another person. More than likely they will not be there for you when you need
them most, because they are so wrapped up in their busy , hectic life. Then you have the self-absorbent type of
friend that finds time for you only when they need something. This type of person isn’t what you would call a
friend. This person may always be extremely nice to you because they know that from being nice they will more
than likely get what they want. They will call you every once in a while when it is almost time for them to use
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that person again. It may be for a ride to work, home or they just want somebody to hangout with because
they have no other friends. If the person that is being used is smart they will eventually realize that they are
getting used and will stop being there for that person. ( Amy Neil, 2005)

Comprehension Questions:

1. What are the three types of friends?

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2. What basis is used by the author to classify friends?

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3. How does the author develop the classification essay?

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4. What transition signals are used?

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LESSON 1.6 Reading & Thinking Strategies: Comparison & Contrast

 A comparison tells how two things are similar. A contrast tells how they are different.
 A paragraph developed by comparison and contrast has a unifying idea or purpose of attempting to weigh
decisions between two ideas or subjects.
 A comparison and contrast paragraph must be balanced in such a way that there is an equal amount of
information for each subject to avoid bias.
There are two ways in writing a comparison and contrast paragraph.

1. Subject – by - Subject Method. You present all of the facts and supporting details about one topic , and
then you give all the facts and supporting details about the other topic.

2. Point – by - Point Arrangement. You discuss each point for both subjects before giving on the next point

ACTIVITY 6: Write sentences by comparing and contrasting (Subject – by - Subject Method & Point – by - Point
Arrangement) the given pictures below.

1. Classroom Laboratory

(sign & symbol by www.freepik.com)

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Similarities: ____________________________________________________
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Differences: ____________________________________________________
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2. Computer Calculator

(sign& symbol by www.freepik.com)

Similarities: ____________________________________________________
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Differences: ____________________________________________________
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LESSON 1.7 Reading & Thinking Strategies: Cause and Effect

 A cause is what makes a particular thing happen.
 An effect is what results from a particular situation, activity, or behavior.
 A paragraph developed by causal analysis must not only raise the question why, but also give answers to the
satisfaction of the reader.

Cause and Effect paragraphs are written for the following purposes:
 to discuss why a certain phenomenon occurs
 to discuss the results of a phenomenon, event, feeling or action
 to understand a situation
 to solve a problem
 to predict an outcome
 to entertain
 to persuade

Some of the signal words used in this type of paragraph are the following:
1. For 6. For this reason
2. Because 7. As a result
3. Since 8. Consequently
4. Due to 9. Otherwise
5. So 10. Therefore
6. But 11. Thu
ACTIVITY 7: Read the passage below and answer the questions that follow.
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The Influence of Video Games to Children

Video games have been a part of children’s life for the past few decades. It all started when Atari came up with its first
gaming consul, which included a very simple game of tennis. The controller had just 1 stick and 1 button to play with.
Now, we have many different types of consuls available in the market with very complex games that requires controllers
with two or more sticks and a variety of buttons. Video games are almost second nature to the modern children and they
are more comfortable playing them. Playing video games can have many different effects (both positive as well as
negative) on children. Some of this effects include increasing hand eye coordination and increasing dexterity mental
skills; a decrease interest in other interest such as studies and sports ; and a very negative effect of inducing violence.
One of the most positive effects of video games is increasing the dexterity of a child and improving his or her hand
eye coordination. As mentioned earlier, the new video games that are coming out are extremely complex and they involve
the movement of many different kinds of sticks and buttons on the controllers. These can be very good for children as
they learn to make the fast connections between what they see and what their hands and fingers are doing. This allows
them to think quickly and improves their reflexes. The newest games are very precision-based and it takes very minute
and accurate movements for the children to control the characters. This helps in making the children much more a depth at
handling and operating real-life machinery and objectives.
Another effect that playing video games have on children is that they tend to get addicted to playing this games
and give them foremost priority. This takes the children away from their other responsibilities, such as doing house
chores, homework, and other physical activities. Children also end at spending more time playing video games in front of
television screens than playing real and actual sports that involve physical exercise. This in turn can have many health
related problems for children, as they can get obese if they don’t exercise ad stay home playing video games. This is
perhaps the worst negative effect that video games can have on children. Parents and educators all over the world are
concern about this phenomenon and they are urging the children to not spend so much time playing video games. Many
new video games consuls, such as the new Nintendo WII have come out with games that require users to actually get up
and move.

Many researchers have talked about the effects of viewing violence in the media and how it affects children. Video games
takes this to another level, where the children are actually participating in being violent in the video games. There are
many games out there that allow children to play arm bearing characters who can kill anyone that they want, steal cars,
and commit many different kinds of crime. These games can have negative implications on the children as they get
immune to the idea of committing crime and end up believing that it is alright. Research still on going on this negative
effect and it has not entirely been proven or disproven as of yet.
We find that plain video games can have various effects on children, both positive as well as negative. Even though
children can benefit by increasing their dexterity and improving their reflexes, the cost of them losing out on their
physical exercise and homework, as well as their becoming prone to violent acts, are way too much. It is important that
the parents and educators take up this problem seriously and enable certain rules and regulations that allow children to
divide their time responsively between playing video games and completing their studies and other responsibilities.

(Source: www.tailoredessays.com/samples/video-games-affect-children-essay.htm)

Comprehension Questions:

1. Why are video games popular with children?

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2. What are the positive effects of playing video games?

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3. What are the negative effects of playing video games?

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4. What are the words/expressions used to signal cause and effect?

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LESSON 1.8 Reading & Thinking Strategies: Problem – Solution

 In composition writing, problem-solution is a method for analyzing and writing about a topic by identifying a
problem and proposing one or more solutions.

 Problem-solution paragraphs as the term implies, presents and identifies a problem and proposes possible
solution/s.

In composing this type of essay, you must present an argument or stand and support it with reliable evidence in order to
persuade the readers to make a particular move or action (Kemper et.al, 2016).

According to Soles (2010), topics for problem-solution essays “are typically framed in the form of questions.” Problem-
solution essay can provide answers to 5W and 1H (who, what, when, where, why, and how) questions. Soles (2010)
added that this type of essay has essentially two parts: “a full explanation of the nature of the problem, followed by an
analysis of solutions and their likelihood of success.”

Structure of paragraphs in a problem-solution essay:

Nordquist (1995) suggested the following structure of a problem-solution paper that may serve as a guide on what
to include in this type of essay:
1. Introduction. At the forefront of the essay, the introduction must serve to capture the reader’s attention. This
may contain the thesis statement wherein the problem or topic at hand is presented. This is where the problem
is defined, and the reason why it is significant to a specific group of people (or the target audience).
2. Problem Paragraph. This paragraph/s will dwell on the elaboration of the problem, effectively conveying the
importance of a solution. You may present reliable sources and evidence to support your stand.
3. Solution Paragraph. Present and describe a concrete solution to the problem. Explain how this solution is
better than other probable solutions.
4. Conclusion. Conclude the essay with connection between the problem and its proposed solution.

ACTIVITY 8: Directions: Read the passage below and complete the graphic organizer that follows.

Deforestation is a serious problem because it destroys forests—and forests and trees are not just pretty to look at,
they do an important job making the earth´s environment suitable for life. They clean the air, store water, preserve oil, and
provide homes for animals. They also supply food, fuel, wood products, and paper products for humans. In the past fifty
years, more than half of the world´s rainforests have been destroyed.

Today, all around the world, deforestation continues, the world´s climate may change, floods may become more
common, and animals will die. One solution to the problem of deforestation is to use less paper. If you use less paper,
fewer trees will be cut for paper making. How can you use less paper? One answer is to reduce your paper use by using
both sides of the paper when you photocopy, write a letter, or write an essay. A second answer is to reuse old paper when
you can, rather than using a new sheet of paper. The backs of old envelopes are perfect for shopping list or phone
messages, and when you write a rough draft of an essay, write it on the back of something else. A final answer is the
recycle used paper products instead of throwing them away. Most schools, offices, and districts have some kind of
recycling center. If you follow "the three Rs"- reduce, reuse, and recycle-you can help save the world´s forest.

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Use the figure abo

Use the figure above as your guide.

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LESSON 1.9 Reading & Thinking Strategies: Persuasion

 A persuasive paragraph tries to convince the reader that a particular point of view is worthy of consideration. It
wants you to consider both sides of an issue, but it reveals a bias in favor of one side over another.
 A persuasive paragraph intends to convince readers to do or believe in something.
 Knowing how to write a persuasive paragraph allows you to express your personal conviction or opinion about an
issue or topic and make the readers agree with or adopt your conviction or opinion.
Much like problem-solution essays, persuasion essays seek to urge readers to take a particular action (Forlini,
et.al, 1990). The main goal of persuasive essays is to convince the reader to agree to the writer’s opinion or at the very
least, take it into serious consideration.
According to Forlini (1990), “the purpose of persuasive writing is to obtain the reader’s agreement on a matter of
opinion.”
The statements given in persuasive essays are heavy on opinion while based on facts. The opinions of the writer
must be (a) controversial enough or something that would inspire conversation and debate, (b) significant and interesting,
and (c) supported by evidence. (Forlini, 1990).
It is also vital that in order to prove your stand, you must thoroughly research about the issue you are about to
discuss. Make a list of your strongest arguments composed of facts and data. Introduce a new reason or fact with every
paragraph.

Some of the transitional expressions used in persuasive paragraphs are the following:
Examples:
1. First, you need to clean the kitchen utensils, then, cut the vegetables into cube size.
2. On the other hand, people used to become a strong individual in order to hide the pain that they have in their heart and
mind.

GIVE REASONS ANSWER THE OPPOSITION DRAW CONCLUSION

First (second, third, etc.) Of course Therefore

Another, Next Some may say Nevertheless Thus
Last, finally On the other hand Hence
Because, since, for Consequently
Although

ACTIVITY 9: Write a paragraph with the topic “I Changed My _________”. (e.g. lifestyle, attitude, priorities, eating
habits, mind, etc.). Devote your attention to the cause of your change and its effects.
Your paragraph will be rated based on the rubric below. You may write your paragraph on the space provided.

Criteria 5 4 3 2
Content The manifesto The manifesto The facts used are There are only few
contains many, ample contains several facts. limited. facts used.
facts.
Organization There is logical The presentation of The presentation of The ideas are not
presentation of ideas. ideas is smooth. ideas is not so logical. well-presented.
Language The language used is The language used is The language is The language is very
formal. Vocabulary is formal and there is no informal and some informal and several
appropriate for the jargon or slang words are not words are difficult for
target audience. indicated. appropriate for the the target audience.
target audience.
Mechanics There is no error in There is no error in There are few errors There are several
terms of grammar, terms of grammar, in grammar, spelling, errors in grammar,
spelling, and spelling, and and punctuation. spelling and
punctuation. The punctuation. punctuation.
sentences make clear
sense.
Presentation Manifesto is Manifesto is Manifesto is Manifesto is
creatively presented creatively presented creatively presented creatively presented
which makes it but some details are but many details are but important details
catchy, attractive and not prominent. not presented. are not presented
interesting

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 READING AND WRITING SKILLS
Module 1 (Third Quarter) S.Y. 2020-2021

I CHANGED MY ____________________

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Post-Assessment
I. Directions: Read the statements carefully, and determine what is being referred to, then write your answers on the
blanks provided before each number.

____________________1. It is a method of writing a paragraph by drawing pictures with words.

____________________2. This method of paragraph development involves similarities and differences between two
things.

____________________3. This gives a written account of an event or story.

____________________4. This is a collection of related sentences with one central idea.

____________________5. This pattern of development classifies or divides people, places, things or ideas into categories.

____________________6. It intends to convince readers to do or believe in something.

_____________________7. It tries to convince the reader that a particular point of view is worthy of consideration.

_____________________8. It simply tells what happened and establishes facts.

_____________________9. It is the time and location in which a story takes place.

_____________________10. It is the life-giving element of the story.

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