Reading and Writing for SHS

2. Selecting and
Organizing
Information

3. Information may be selected and
organized to achieve a particular
purpose. By using helpful learning
tools and techniques to select,
organize, or simplify complex
information, you facilitate
understanding through an exploration
of the relationship between concepts.

4. Use of strategies in
selecting and organizing
information like
brainstorming, using
graphic organizers, and
outlining facilitates
cognitive processes and
improves comprehension.

5. 1. BRAINSTORMING
- is a technique to generate
ideas within a group or
individual setting. It provides a
quick means for tapping the
ideas and concepts of an
individual or of a group then
helps establish patterns and
develop relationship among
these concepts. Tools in
brainstorming:

6. 2. OUTLINING
Outlines serve as a road map or blueprint when writing. It helps organize
the ideas as it shows the hierarchical relationship or logical ordering of
information. There are two ways to write your outline:
a. Topic outline – uses words or phrases as headings, without punctuation
b. Sentence outline – uses full sentences

8. 3. USING GRAPHIC
ORGANIZERS
Graphic organizers are visual
and graphic displays that
show the relationships
among concepts or ideas.
There are many different
kinds of graphic organizers
depending on the type of
information being organized.
Some are given below:

10. PATTERNS OF
DEVELOPMEN
T
IN WRITING

11. As a writer, it is important to arrange your
ideas in a text according to your purpose in
writing. Your purpose suggests a method of
organization or logical arrangement known
as the pattern of development. It could be a
way of logically organizing the whole text or a
just an individual paragraph.

12. There are different patterns by which ideas are
developed. Some of the major ones are discussed
below:
1. NARRATION - refers to a sequential telling of a story or
recounting of a series of events.
2. DEFINITION - Explains an idea, term or phrase using
distinguishing characteristics or synonyms. It is used to set working
generalizations that help control the meaning and scope of important
terms or ideas.
3. DESCRIPTION - similar with narration for having many specific
details, description “emphasizes the senses by painting a picture of
how something looks, sounds, smells, tastes, or feels. Description is
often used to establish a mood or atmosphere”.

13. 4. COMPARISON AND CONTRAST – compares two things to highlight
their subtle similarities and differences. The author's intent is to describe a
connection between two things by showing their distinguishing and shared
attributes.
5. SEQUENCE – describes steps, events, processes, or procedures. There
are three types of Sequence: steps, timeline, and cycle. Regardless of the
type, the author is putting information in an order.
6. CAUSE AND EFFECT – shows the linkage of causation – how events
are influenced or caused by another. “The author's intent is to tell us how an
event always leads to an outcome. The event is the cause and the outcome
is the result. The relationship is between the cause and the effect”.
7. PROBLEM AND SOLUTION - divides information into two main sections,
one that describes a problem and one that describes a solution. Here, the
author’s intent is to discuss or propose a solution to a problem. The
relationship between the problem and the solution is explored.

14. WRITTEN TEXT
BASED ON ITS
PROPERTIES
01

15. Text organization deals with how a text is
organized to help readers follow and
understand the flow of information and ideas
cascaded. There are a number of standard
forms that help text organization when
writing. This text organization also assists
readers logically in grasping a particular text.
WHAT IS A TEXT
ORGANIZATION?

16. KINDS OF
TEXT
ORGANIZATIO
02

17. Ex. Headings, Subheadings,
Bullet Points and etc.
Ex. But, However, Like,
The same, Unlike and etc.
Ex. Introduction, Body &
Conclusion

18. - refers to the unity or togetherness of the
text as a whole and is achieved through
the effective grouping and arrangement of
ideas in a logical order.(Enquist & Oates
2009: 34)
- refers to the logical flow and connection
in a written text and is achieved through
the use of devices to link sentences
together so that there is a logical flow
between ideas from one sentence to the
next.(Enquist & Oates 2009: 34)

19. Ex.
1. Photo
2. Don’t
3. Buy
4. ASAP
Ex.
1. Photograph
2. Do not
3. Purchase
4. As soon as possible

23. SIGNAL
DEVICES IN
VARIOUS
TEXT
PROPERTIES
03

24. SIGNAL
DEVICES
- words that give readers an idea of
how the points in your paragraph are
progressing.
Transition signals are linking words or phrases that
connect your ideas and add cohesion to your writing.
They signpost or indicate to the reader the relationships
between sentences and between paragraphs, making it
easier for the reader to understand your ideas.

25. 1. Transitions (words that connect one idea to
another, in order for our ideas to flow smoothly).

26. 2. Repetitions (repetitions of main ideas keep continuity
and highlight important ideas) -it could be a word, a phrase,
or a full sentence, or a poetical line repeated to emphasize
its significance in the entire text.

27. 3. Synonyms (these are words similar in meaning
to important words or phrases that prevent tedious
repetitions).
4. Pronouns (words that connect readers to the
original word that the pronouns replace)

28. In addition Because of every but every

29. Language Use
and Mechanics
in a Written
Text

30. LANGUAGE USE is one of the clearest indicators of
a well written text. It enables writers to effectively
communicate ideas without confusing the reader.
MECHANICS focuses on the technicalities
of the structure. It determines errors on
subject-verb agreement, prepositions,
tenses, the grammar, spelling,
capitalization, abbreviations and acronyms,
the use of numbers as part of the
statement, and the punctuation marks.

31. Principles in Language Use/
Diction
1. Use clear and concise sentences, usually about 18 words long.
2. Avoid redundancies, clichés wordiness, and highfalutin
3. Although may be used, avoid overusing “There” and “It”, drop it
4. Use precise vocabulary. Be accurate. Condensed.
5. Be consistent in pronoun.
6. Avoid sexist language.
7. Use appropriate level of formality.

32. General Principles
• Always use standard English
• Avoid Contraction (shouldn't, gonna)
• Avoid exclamation marks unless part of a quotation
• Mention full name in first mention. Thereafter, use
abbreviations.
• Numbers zero to ten vs 11 and so on
• Citation s are used in academic and formal texts but
sparingly used in business texts

33. PROOFREADING - a sentence means trying
to find a mistake and correct it with focus on
the mechanics such as Punctuation,
Capitalization, Grammar, and Run-On
sentences.

36. EXPLICIT is a term which means
fully revealed or expressed that
there is no room for any confusion
on the writer. All the ideas are
stated in the text.
With explicit text, you see the text
explained to the readers.

37. Remember that explicit information is well
stated in the text. To prove the explicit ideas,
different evidences may follow. How to
present evidence? Well, you must be
familiarized with the different claims of
text. These are the
Claims of Fact
Claims of Value
Claims of Policy

38. WHAT IS
CLAIM?
- are statements about what
is true or good or about what
should be done or believed.
Claims have different
characteristics and it is
based on its types.
- An argument for an opinion.

39. 1. Claims of Fact
- are grounded with factual
evidence that is sufficient,
reliable, and appropriate. These
are statements about how things
were in the past, how they are in
the present, or how they will be
in the future. Claims of fact also
can be factual or historical,
relational or predictive.

40. Examples:
1. Social distancing is important during the
coronavirus pandemic.
2. Teens who engage in unprotected sex will develop
STDs, become pregnant, and/or contract AIDS.
3. The Philippine Eagle is a critically endangered
species.

42. 2. Claims of Value
- are focused on relative
judgment such as goodness
or badness, and these are
usually addressed based on
standards. It expresses
approval or disapproval
about something and
attempts to show that
something is wrong or right.

43. Examples:
1. Homosexuality is immoral because it violates
religious, societal, and biological standards.
2. Requiring community service in high school will
produce more community-aware graduates.
3. Monet’s art is more beautiful than Picasso’s
because of its use of soft color, uplifting subject
matter, and unique technique.

44. 3. Claims of Policy
- are specific statements
on procedures or laws
that need to be modified
based on certain issues
or conditions. Most of the
time, claims of policy ask
for plans of action to
solve current problems.

45. Examples
:
1.Uniforms should be required at all public
high schools.
2.There should be criminal charges brought
against people who use social media to bully
others.
3.Texting while driving should be an offense
punishable by jail time.

50. CONTEXT OF
DEVELOPME
NT

51. CONTEXT refers to the situation or occasion
that informs the readers why and how a
certain text is written. Context is like the main
topic that is being written and anything that
follows after it is connected with what is being
talked about.
For example, if your teacher
asks you to write an essay
about global warming, all the
things that you will write must
be associated with it(global
warming). Otherwise, you will

52. The context for each text is vital since it will serve as the basis on how
we organize information whether in writing or reading. If context is not
observed, then texts will be messy and there would be really no focus on
what is being read or written. As a SHS learner, learning context is
essential for you to have a better comprehension on written texts.

53. 1. INTERTEXT is the shaping of the text’s meaning by
another text. From the word inter, it means that there is a
connection between the text being read and another
separate text. Furthermore, it is the ability to create
connections among various texts that enhance the
meaning of the material.

54. 2. HYPERTEXT allows readers to choose their way
of reading the text that it speaks to them in the most
logical manner individually.
- a software system that links topics on the screen to
related information and graphics, which are typically
accessed by a point-and-click method.

58. PURPOSEFUL WRITING IN
THE
DISCIPLINES: WRITING A
BOOK REVIEW OR ARTICLE
CRITIQUE

59. WHAT IS A BOOK REVIEW OR ARTICLE CRITIQUE?
- A book review or article critique, which is usually ranges from
250 to 750 words, is not simply a summary. It is a critical
assessment, analysis, or evaluation of a work.
- A book review or article critique is different in movie review that
you see in a newspaper. Although movie review involves the
analysis of one’s work, they are written for a general audience
and primarily aim to offer a persuasive opinion. An academic
book review or article critique, on the other hand, addresses a
more specific audience and usually offers a critical response to a
published scholarly work.

60. Structure of a Book Review or Article
Critique
Introduction (around 5% of the paper)
• Title of the book/article
• Writer’s name
• Writer’s thesis statement
Summary (around 10% of the paper)
• Writer’s objective or purpose
• Methods used (if applicable)
• Major findings or claims

61. Review/Critique (in no particular order) (Around 75% of the
paper)
• Appropriateness of methodology to support the arguments
• Theoretical soundness
• Soundness of explanation in relation to other available
information and experts
• Sufficiency of explanation
• Other perspectives in explaining the concepts and ideas
• Coherence of ideas
Conclusion (around 10% of the paper)
• Overall impression of the work
• Scholarly value of the reviewed article/book
• Benefits to the intended audience

62. When writing a book review or article critique, make
sure to ask the following:
1. What is the topic of the book or article?
2. What is its purpose?
3. Who are its intended readers?
4. Does the writer explicitly state his/her thesis
statement?
5. What theoretical assumptions (i.e., a
scientific/logical explanation without evidence) are
mentioned in the book or article? Are they explicitly
discussed?

63. WRITING A
LITERATURE
REVIEW

64. A literature review is a type of
academic writing that provides
an overview of a specific topic.
It surveys scholarly work such
as academic books (but not
textbooks), computerize
databases, conference
proceedings,
dissertation’s/theses, empirical
studies government reports,
historical records, journal
article, monographs, and
statistical handbooks.

68. GUIDELINES IN WRITING A LITERATURE REVIEW
Writing a literature review is composed of three distinct parts ---literature search,
evaluation and analysis of articles and writing the literature review –all of which are
discussed below.

74. WHAT IS A RESEARCH
REPORT?
A research report is an expanded
paper that presents interpretations and
analyses of a phenomenon based on
experiments and previous information
so that the readers can better
understand it. It is a laborious work

75. PARTS OF A RESEARCH REPORT
1. Title Page – contains an informative title that
describes the content of the paper, the name of
author/s, addresses or affiliations, and date of
submission. Examples of an informative title are
the following:
a. Effects of Facebook on the Academic Achievement of first
Year Students
b. Development and Validation of a Software for Detecting
Plagiarism

76. PARTS OF A RESEARCH REPORT
2. Abstract – contains the summary of the research
findings and conclusions. It briefly presents the
context of the study, research questions or
objectives, methodology, major findings,
conclusions, and sometimes implications. An
abstract does not contain any citation or a great
deal of statistical results. Its length ranges from 100
to 250 words.

77. PARTS OF A RESEARCH REPORT
3. Introduction – explains the current state of the
field and identifies research gaps. It is also the part
where the research focus is presented by
addressing the identified gaps in the topic. It puts
the research topic in context. It is usually three to
five paragraphs long.

78. PARTS OF A RESEARCH REPORT
3. Literature Review – contains the summary and
synthesis of all available sources directly related to
the study. In a research report, the literature review is
divided into two sections: related concepts and
related studies.
Related concepts present some of the fundamental concepts needed by
the readers to better understand the study. Concepts and theories are
defined, explained, and described. Unlike related concepts, related
studies are based on previously conducted studies directly related to
the paper. Both the related concepts and studies will help the writer
explain the phenomena that may arise in the study.

79. PARTS OF A RESEARCH REPORT
5. Methodology – describes how the experiments or
tests in the research were conducted. It presents the
context within which the study was conducted, the
participants, the instruments used, data gathering
procedure, and the data analysis. In discussing the
context of the study and the participants, the number
and the demographic profiles of the participants are
explained as well as the place where the study was
conducted.

80. PARTS OF A RESEARCH REPORT
6. Results – factually describes the data gathered
and the tables and graphs that summarize the
collected data. Along with the tables and graphs are
their respective interpretations. The flow of the
results section should follow the flow of the research
questions/problems/objectives. It is expected that for
each research problem or objective, corresponding
results are presented.

81. PARTS OF A RESEARCH REPORT
7. Discussion – provides an explanation of all the
results in relation to the previous studies presented in
the literature review. In this section, the research
problems or objectives, as well as the major findings,
are restated in the first paragraph. The succeeding
paragraphs should explain whether the study supports
or rejects the previous findings and explain the
reasons for this. New findings uncovered in the
research should also be stated. Similar to the flow of
the results, the discussion part follows the flow of the

82. PARTS OF A RESEARCH REPORT
8. Conclusion – contains the restatement of the
major findings, the limitations of the study, the
recommendations, and the implications. Note that in
some cases, the conclusion is integrated into the
discussion.
9. References – contain the different sources used in
the study. These may be academic books, journals,
and other online sources. Its format depends on the
school, teacher, or field of study.

86. ACTIVITY: Create your
own Research Report
Title:
Thesis Statement:
Research Questions:
Target Respondents:
Target Location:

87. WRITING
A
RESUME

88. What comes to your mind when
you hear the word résumé?
Do you think it is important for
you to learn how to write a
résumé? Why?

89. RÉSUMÉ FORMATS
When you apply for a job or for any work,
hiring administrators like the managers
usually require applicants to submit a
résumé. To give them an overview of
yourself, you need to know the different
formats in making a résumé so that it fits
their standard. Below are the three types of
résumé format for you to follow.

99. Activity: Make your own
resume using the different
formats based on our lesson.

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