Republic of the Philippines

Department of Education
Region VI- Western Visayas
Schools Division Office of Kabankalan City
INAPOY NATIONAL HIGH School -SENIOR HIGH SCHOOL
Inapoy, Kabankalan City, Negros Occidental

SYLLABUS
in
READING AND WRITING

Prepared by:

ARLENE R. MIRASOL

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General Description:

The development of reading and writing skill as applied to a wide range of materials other than poetry, fiction and drama.

Content Standard:

The learner….
 realizes that information in a written text may be selected and organized to achieve a particular purposes
 understands the relationship of a written text and the context in which it was developed
 understands the requirements of composing academic writing and professional correspondence

Performance Standards:

The learner….
 Critiques a chosen sample of each pattern of development focusing on information selection, organization and development
 Writes a 1000-word critique of a selection text on the basis of its claim/s, context and properties as a written material.
 Produces each type of academic and professional correspondence following the properties of well-written texts and process approach to writing

Content:

1. Reading and Thinking Strategies across text types

a. Text connected discourse
b. Techniques in selecting and organizing information
c. Patterns of development
d. Properties of a well-written text
2. Text and context connections (critical Reading)
a. Critical reading as looking for ways of thinking
1. Explicit and explicit claims in a text
2. Context of text development
b. Critical reading as reasoning
1. Formulating evaluative statements
2. Determining textual evidence
3. Purposeful writing in the disciplines and for professions
a. Book review or article critique b. Literature review
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 c. Research report f. Resume
d. Project proposal g. Application for college admission
e. Position paper
h. Application for employment
i. Various forms of office correspondence

Learning Discussion: Suggested Activity:

Competency: Describes a
written texts as connected
discourse (EN11/12RWS-
IIIa-1)
Connected discourse also known as connected speech – is a spoken
language that is used in continuous sequence of sound, just like in normal
conversation. As Observed, there is often a significant difference between
the way words are pronounced in isolation and way they are pronounced in
the context of concerned speech.
Written text is formed from spontaneous discreteness that predetermined
its connectedness. The engendered text serves as dominant strategy of a
writer- from the point of linguistic structure to the forming of appropriate
and relevant units of ordering and linking of items into greater blocks to be
able to put one’s idea across.
Texts – are any of a wide variety of types of genres of linguistic forms. It
can be spoken or written.
Surface text- refers to the set of expressions actually used making some
knowledge explicit.
Deep text- occurs during processing, leaving other knowledge implicit.
Texture – makes a text understandable.
Sequential implications - denotes connectionism- each line in a text is
connected from or connected to the previous line.
Here is an entry from a journal written by an advanced ESL student
from China. The teacher’s response follows (from Vannet and Jurich, 1985 in
Brown, 2004)
Journal Entry:
Yesterday at about eight o’clock I was sitting in front of my table holding a
fork and eating tasteless noodles which I usually really like to eat but I lost my
taste yesterday because I didn’t feel well. I had a headache and a fever. My head
seems to be broken. I sometimes felt cold, sometimes hot. I didn’t feel
comfortable standing up and I did not comfortable sitting down. I hated
everything around me. It seemed to me that I got a great pressure from the
atmosphere and I could not breathe. I was so sleepy since I had taken some
medicine which functioned as an antibiotic.
The room was so quite. I was there by myself and felt very solitary. This dinner
reminded me of my mother. Whenever I was sick in China, my mother always
took care of me and cooked rice gruel, which has to cook more than three hours
and is very delicious, I think. I would be better very soon under the care of my
mother. but yesterday, I had to cook by myself even though I was sick. The more I
though the less I wanted to eat. Half an hour passed. The noodles were cold, but I
was still there sitting and thinking about my mother. Finally, I threw out the
noodles and went to bed.
Ming Ling, PRC
Teacher’s Response:
This is powerful piece of writing because you really communicate what you
were feeling. You used vivid details like “..eating tasteless noodles” ”my head
seemed to be broken” and rice gruel, which has to cook more than three hours is
very delicious” This make it easy to the reader to picture exactly what you were
going through. The other strong point about this piece is that you bring the reader
full circle by beginning and ending with “noodles”
Being alone when you are sick is difficult. Now, I know why you so quite in
class.
If you want to do another entry related to this one, you could have a dialogue
with your “sick” self. What would your “healthy” self say to the “sick” self? Is
there some advice that could be exchanged about how to prevent illness or how to
take care of yourself better when you do get sick? Start the dialogue with your
“sick self” speaking first.
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 (source: Brown, 1994 Teaching my Principles, page 329)

Building Connections:
Instructions: Answer fully but briefly the following:
1. What aspect of self-writing are illustrated in the text?
2. What are dialogue journals? How are these done?
3. What is the purpose of writing dialogue journals?

Application:

Let’s collaborate:

Group NAME_________________
DATE_________________
Identifying the institution’s “discourse” on students’ decorum.
This is designed to help the students identify and analyze the discourse of
different schools, in this case in relation to “students’ decorum.” The students will
be asked to bring copies of or read about students’ handbook of at least three (3)
reputable institutions.
1. Identify two documents that you think are most likely to or should
contain the school’s policy on students’ misbehavior.
2. Skim through the documents until you identify those sections that are
most focused on this topic.
3. Identify which words are used to describe “misbehavior” or “which
words are not used where you might expect them to be present.
4. See if there is a pattern that can be identified- a strong focus or an
inconsistency.
5. Identify for yourself what you find are the most striking and perhaps
surprising aspects about students discipline. Don’t forget to notice what
is missing.
Using any form of text, present your observation of the schools’ discourse on
students’ decorum.

Evaluation:

Describe the written text as connected discourse

Deped Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education
where:
Students learn in a child-friendly, gender sensitive, safe,
and motivating environment.
Teachers facilitate learning and constantly nurture every
learner.
Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for effective
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 learning to happen.
1. Family and community, and other stakeholders are
actively engaged and share responsibility for
developing lifelong learners.
Distinguishing between and Discussion: Suggested activity:
among techniques in Brainstorming – is a powerful group creativity technique by which efforts Jigsaw Puzzle:
selecting and organizing are made to find a conclusion for specific problem by gathering a list of -group activity
information ideas spontaneously contributed by its members. (Alex Faickney Osborn (students are given a picture for them to solve. After they
a. Brainstorming list 1953, Applied Imagination) solve the picture they need to discuss what are the possible
(EN11/12RWS-IIIa- - It is an informal way generating topics to write about, or points to strength, weakness, opportunities and threats in the said
2.1) make about your topic. It creates new ideas, solves problems, picture)
motivates and develops teams. It also needs to be structured and it students are being observed through their opinions shared and
follow brainstorming rules. discussion.
Models/ tools for brainstorming: Rubric:
1. SWOT analysis- for assessing the strength of a company, Ideas presented 10%
department, proposition or idea. Supporting arguments 5%
2. PEST analysis- for measuring the attractiveness and potentials of a discussion 5%
market. total 20%
3. The Mckinsey Seven S’s – criteria for a successful company
4. Adizes corporate life cycle model- phases of company development
5. Delegation model- successful task delegation and staff development Evaluation:
through delegation State the importance of Brainstorming in our lives and in
6. Tuckman’s group development model- forming, storming, norming the community. 15Pts (1/2 crosswise)
and performing.
7. Kolb’s learning styles- for training the trainers, coaching the coaches
and the management development.
8. Leadership attributes- for developing leadership among managers
9. Negotiation process- for sales and commercial staff and optimizing
on profitable outcomes and customer relationship.
10. Cherie Carter-Scott’s rules of life- behavior and attitudes
development and soft skills development
11. The four agreements- behavior and attribute development and soft
skills development.
(Source: www.businessballs.com)
Distinguishing between and Graphic organizer – such as concept map and mind maps are important Activity: Group work
among techniques in and effective pedagogical tools for organizing content and ideas and Present me!
selecting and organizing facilitating leaners’ comprehension of newly acquired information. It is a (students will be group into five. Each group will pick their
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information visual display, it demonstrate relationship between facts, concepts or ideas. topic. They will be given five minutes to discuss what
b. Graphic Organizers It guides the learner’s thinking as they fill in and build upon a visual map or graphic organizers they must use in order to give an
(EN11/12RWS-IIIa- diagram. It helps in identifying areas of focus within a broad topic, such as appropriate illustration.
2.2) novel or article, thereby, maximizing the learning of new materials. Topics: short story
(McKnight, 2010) purported that graphic organizers enable the writer to Life cycle of butterfly
organize materials logically and to see relationship between and among Accident report
ideas. Poem (the mayon)
Effective use of graphic organizer can help the writer to present his or Evolution of technology
her ideas in an effective and persuasive manner, resulting in a focused and
coherent text. Evaluation: ¼
***benefit of the students who used graphic organizer****
1. Helping students structure writing project 1. It is graphic organize which is more effective when
2. Encouraging students to make decisions the writer plans to compare and contrast the elements,
3. Making it easy for students to classify ideas and communicate as it helps to visualized similarities and differences.
4. Allowing students to examine relationships 2. It shows the casual interaction of a complex events or
5. Guiding students in demonstrating their thinking process complex phenomenon.
6. Helping students increase reading comprehension 3. As a teacher in science 8, what graphic organizer is
7. Making it easy to brainstorm the most effective when you are going to illustrate the
8. Encouraging students to organize essential concepts and ideas case and effect of climate change, why? explain
*****basic graphic organizers***********
1. Outline
2. Venn diagram
3. Hierarchical topical organizer
4. Topical organizer
5. KWL
6. Concept map
7. 5W’s
8. Observation log
9. Cause-effect diagram
10. Story map
Distinguishing between and Outlines – it is another way of organizing information.an outline, also Let’s create: let’s go fit!
among techniques in called hierarchical outline, organizer materials hierarchically and Target language use setting:
selecting and organizing sequentially by classifying the main topic, sub-topics and supporting details. advertising your health and wellness program
information It allows you to group materials by similar concepts or content and put them target language use task:
c. Topic outline into a logical order. Enticing public to enroll in your health and wellness
(EN11/12RWS- ******Types of outlines***** program.
IIIa-2.3) 1. Topic outline – is a hierarchical outline composed of topics. Each
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 entry is a subtopic of the subject of the outline. Direction:
2. Sentence outline- is a hierarchical outline composed of sentences. 1. Using brainstorming list, craft your plan to entice the
Each includes a heading or single sentence of a planned documents public to enroll in your health and wellness program.
about the subject outline. 2. Prepare an outline of your marketing strategy
3. Use graphic organizer to present the benefits of
staying healthy
4. Creatively design a brochure to promote your
program.
Performance task scenario:
Goal: is to provide a brochure and convince them to enroll in your health and wellness program
Role: you are the gym instructor of the barangay
Audience: the target audience is the member of the community
Situation: you need to convince the community to enroll in your health and wellness program. Then you are going to present to them the
benefits of having the good lifestyle.
Standards & criteria for success:
Your brochure should:
- provide the detail brochure and organized information - 30%
- to present a clear and convincing presentation - 20%
Total: 50%
Distinguishing between and Narration – this sort of paragraph requires chronological ordering. Using
among patterns of transitional words and phrases that signal time are highly recommended. It is Activity: tell me more!
development in writing like telling a story. In developing a paragraph using narration, sequential (let the students expand the paragraph using the narration
across disciplines presentation of events is observed. Develop the paragraph using the narration:
(EN11/12RWS-IIIbf-3) **** points to remember in developing a paragraph using narration*** Reading is beneficial to adolescents as it helps develop
a. Narration 1. Use action verbs and transitional expression. social skills, by involving readers in a variety of social
(EN11/12RWS- 2. Your paragraph is/are characterized by words that show action and situation, and academic skills, as reader learn new words to
IIIbf-3.1) words that show sequence. expand their vocabulary.
b. Description 3. Descriptive details in narrative paragraph are essential to a good story
(EN11/12RWS- details help the reader to connect to the world the author envisions.
IIIbf-3.2) 4. Choose the right words for their meaning and use specific expressions.
c. Definition (Example: source: the adventure of Huckleberry Finn by Mark Twain
(EN11/12RWS- www.sparknotes.com/nofear/lit/huckleberry-finn)
IIIbf-3.3)
d. Exemplification/ Description – this paragraph you convey how something sounds, smells,
classification tastes, feels and or looks. Using transitional words and phrases that indicates
(EN11/12RWS- location are often recommended. Grow (1999) emphasized that successful Show me a picture:
IIIbf-3.4) description record a series of detailed observation. It is not about what the Let the student develop a paragraph:
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e. Comparison and writer sees but what the readers need to see in order to imagine the scene, the (select the topic that you want to develop in a paragraph)
contrast person or the object. It suggested using the sensory language. 1. My wedding day
(EN11/12RWS- ********** two types of description********** 2. My graduation day
IIIbf-3.5) 1. subjective description – the writer describing an impression of what is 3. My debut
f. Cause and effect observed. 4. Family reunion
(EN11/12RWS- 2. Objective description – is to present an impartial and actual picture of 5. My dream place
IIIbf-3.6) an object or scene.
g. Problem-solution
(EN11/12RWS-
IIIbf-3.7) Definition – A paragraph demonstrating this technique will include a
h. Persuasion definition of the term the class to which it belongs, and details that differences
(EN11/12RWS- it from other member of its class. Activity 1:
IIIbf-3.8) **** common method in definition******* Form the students into groups. Let them do a fryer model
1. By characteristics or features – a physical features as well as wherein they need to give a meaning of the word.
behaviors 1. Intelligence
2. By function – how something work or what it does can be an 2. Power
important part of definition. 3. Education
3. By what it is not – ironically, we can get a pretty good sense of what 4. Respect
something is like, by learning what it is not, or what it is lacking. 5. Family
4. By what it is similar to – comparison and analogy help us understand
things that are unfamiliar to us. Activity 2:
5. By example – giving example illustrating what the term means Let the student develop the different topic into a
6. By its origin- providing its history paragraph.
7. By its effect – discussing the effects the subject produces is important 1. Intelligence
2. Power
3. Education
Exemplification – this paragraph uses specific illustrations to clarify a general 4. Respect
statement. Using transitional words and phrases that signal examples are 5. Family
recommended.

Activity: try me!

Read this exemplification paragraphs, and answer the
questions that follow.
When we were young
When I was seven years old, it was my job each evening to
round up the chickens and make sure they were locked
safely in their pen. I hit upon the idea of sitting on the roof

8

Comparison and contrast – a paragraph that demonstrate comparison and
contrast examines how given subjects are either similar or different.
Comparison examines how the subjects are the same. Contrast examines how
the subject is different. Using transitional words and phrases that signal
comparison and contrast are highly recommended.
******Helpful signal for the following:*******
For comparison for contrast
In the same way yet, and yet, nevertheless, nonetheless
By the same token after all, but, however, though, otherwise
Similarly on the contrary, on the other hand
In like manner
Cause and effect – as a method in developing a paragraph is useful in
explaining why something happens. Cause normally starts with an effect. The
goal of this is to explore how a particular paragraph is to explore how such
effect came to be. A paragraph emphasizing the effect begins with a particular
cause then explains the consequences of effects of this cause.
******* three other types of organization depending on the topic*****
1. Multiple cause with single effect
2. Single cause with multiple effects
3. Casual chain/ domino effect
of our house and guiding the chickens into their shed using
a small hand mirror. What you did was you targeted the
“lead” chook (often the rooster), then flashed the fading
sun’s light into one eye or the other. Since a chicken
always veers away from a light shone into its eyes, you
could effectively steer them wherever you liked. it took ten
minutes longer than simply shooning them in. My dad
caught me doing it once, and rather than yell me down off
the roof like I certainly would with my own kids, he just
laughed and told me to be careful.
(source: reader’s digest, page 8, December 2014)
1. Identify the topic sentence
2. List the specific illustrations the writer uses to
develop his topic sentence
Activity 2:
Developing a paragraph using exemplification
Think of an idea you want to exemplify/ illustrate. Then
decide the form of illustration to use- series of example or
statistical information, a single and extended.
Activity :
Develop a paragraph using comparison and contrast
From the list of ideas/ topics below, develop a paragraph
using comparison and contrast:
1. Life now and life 10 years ago
2. Love and friendship
3. Growing a tree and raising a child
4. A teacher and a mother
Activity:
Group work:
Let the students group themselves according to their
interest.

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 Then choose a topic for them to discuss and develop a
paragraph using a cause and effect. (teenage pregnancy,
broken family, poverty, lack of education, global
warming)

Activity 2:
Identify what type of cause and effect relationship is used
in each of the three passages.
1. the effect of too much watching tv
(souorcce: http://www.buowl.boun.edu.tr)
2. the positive effect of day care
(source: http://english120.pbworks.com)
3. underage drinking
(source: http://english120.pbworks.com)

Activity 3:
Develop a paragraph using cause-and-effect
From the list topics below choose one and develop a
Problem-solution – this pattern the readers with a problem (a cause) and some paragraph emphasizing cause and effect.
facts or reasons why it is a problem. The closing statement underscores the 1. Earthquakes
connection between the problem and the solution. Naturally, readers look for a 2. Homelessness
solution for the problem. The closing statement or conclusion highlights the 3. Bullying
connection between the problem and the solution. 4. Social media in life
5. Technology in family time.

Activity
Read the classic problem-solution essays listed below.
Identify the problem and the solution/s proposed by the
authors.
1. Look at your Fish by Samuel H. Scudder
2. A modest Proposal by Jonathan Swift
3. On the Art of living with others by Arthur Helps

Persuasion – is to convince someone that your opinion on a subject is the Name _______________________ date: _____
right one. Considering the type of audience and the kind of evidences your Title:
audience would likely respond to are helpful.
***methods of persuasion**** Problem:

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 1. Using facts – referring to authority who can give impartial and
unbiased information. Solution:
2. Illustrating the points- it is helpful in using signal words in giving some (note: provide the details of the problem-solution)
reasons and giving answer to a oppositions. Activity:
Convince your countrymen of the many disadvantages
of “the three-child policy” develop a five minute speech on
your stand.

Let’s collaborate
As a group, prepare a two-minute infomercial (for radio or television) on the advantages of knowing the different patterns of developing the
paragraph.

Think critically!
Think of another way o developing a paragraph. Provide a brief description of the pattern and a sample.

Let’s create!
If you were the president, what reforms would you have for your administration? Discuss your ten- point agenda using varied pattern of
paragraph development.
(Rubric: https://sml.ycdsb.ca/teachers/Yarow?Paragraph+Rubric+1.pdf) (book pp.63)
Identifies properties of a The organization of ideas is invariably one of the aspects in writing Concept map:
well-written text which is often highly valued. The overriding principle of effective and well-
(EN11/12RWS-IIIgh-4) written text is the writers’ knowledge of the fundamental properties of text- responsibility
a. Organization organization, coherence and cohesion, language use and mechanics. These success
y
(EN11/12RWS- properties show the interplay of both the physical aspects of organization and
love trust
IIIgh-4.1) deeper textual aspect. sacrifice
b. Coherence and s hatred
cohesion Organization – a strong organization constitutes proper paragraphing and promise
(EN11/12RWS- logical order of presentation of ideas. s
IIIgh-4.2) Paragraphing – is dividing a text into paragraphs (Ostrom (1978)
c. Language use *****basic to well organized paragraph **** Using the concept map let the students develop a
(EN11/12RWS- 1. Paragraph must be built around a single idea termed as a controlling paragraph.
IIIgh-4.3) idea.
d. Mechanics 2. Create a topic sentence topic – which is generally written as opening
(EN11/12RWS- sentence of the paragraph.
IIIgh-4.4) 3. Appropriate technique from variety of ways of developing a paragraph
must be employed to develop the topics sentence/ key ideas.
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 4. Appropriate connectives between and within paragraph must be used.
*STTC – (single idea, topic sentence, appropriate technique, connectives)
makes a well-constructed paragraph.

Coherence and cohesion – are two basic features that facilities textual Practice your understanding:
continuity. It used in discourse analysis to describe the properties of text. Read carefully the paragraph: (Critical reading and writing
Coherence – means the overall understandability of what you write or say. It pp. 67)
involves such features as: summarizing the overall argument of an essay in Mummies (source:
the introductory paragraph: presenting ideas in a logical sequence; http://grammar.ccc.comment.edu/grammar/transition.htm
putting separate, major points into separate paragraph; and beginning Guided question:
each paragraph with a topic sentence following by supporting sentences. 1. What is the topic sentence?
Is based more on the logic of the ideas and how they are presented rather than 2. Are the sentences that follow clearly related to the
on the language that is used to express these ideas. topic sentence?
Cohesion – refers to degree to which sentences (or even different parts of one 3. Is the entire paragraph unified?
sentence) are connected so that the flow of ideas is easy to follow. To achieve 4. Does it contain irrelevant details?
good cohesion you need to know how to use cohesive devices, which are
certain words or phrases that serve the purpose of connecting two statements.
***transitional devices****
1. Addition
2. Comparison
3. Concession
4. Contrast
5. Emphasis
6. Example or illustration
7. Summary
8. Time sequence

Language use – it is important not only to think about what you say, but how Popcorn activity:
you say it. Language increases one’s credibility, strengthens his argument and (let the students give their own example with regards to
keeps his audience. Major issues with appropriate language use include levels: language use)

1, Language formality- writing a style that you expect and that fits your
purpose is keys to successful writing. LET’S CREATE!!
2, Deceitful language and euphemism – avoid using euphemism (words that Think the most pressing environmental issue. Make a
veil the truth, such as “collateral damage” for the unintended destruction of position paper on the issue.
civilian and their property) and other deceitful language.
3, slang and idiomatic expressions – avoid using slang or idiomatic Wrap- up

12
 expressions in general academic writing.
4, using group specific jargons – jargons refers to specialized language used
by group of like-minded individuals.
5, biased/ stereotypical language- avoid using any biased including language
with a racial, ethnic group.
****the six characteristic of effective language ****
1. Concrete and specific language- includes description which creates
tangible images with details the reader can visualize. Abstract language
is vague and obscure, and does not bring to mind specific visual
images.
2. Concise language – it is the ability to express the desired message in
as few words as possible
3. Familiar language – is that which the readers easily recognize and
understand because they use it on a regular basis.
4. Precise and clear language –it implies that words can be interpreted
in different ways by different people in different situations.
5. Constructive language – phrases a potentially negative message in a
positive way, whereas destructive language directs blame and criticism
towards the reader, creating defensiveness.
6. Formality of the language – uses should match the formality of
situation and relationship between writer and reader.
Mechanism – describe the technical aspect of writing. It specifies the
established conventions for words that you use- spellings, punctuation,
capitalization and others.
Choose two articles from two different sources. Compare
and contrast the articles in terms of:
1. Organization
2. Coherence and cohesion
3. Language use
4. Mechanics
Rubric:
10 - Item were properly contrasted and compared with
strong supporting information. The paper points to specific
examples to illustrate the comparison.
8- There was a clear comparison and contrast of items but
the supporting information is general.
6 – there was a clear comparison and contrast of items but
the supporting information is incomplete.
4- the paper compares or contrast, but does not include
both. There is no supporting information.

Text and context
connections (critical
Reading)
*explain critical reading as
looking for ways of
thinking (EN11/12RWS-
IIIij-5)
Critical reading – is dissecting reading materials. It is the art of asking
oneself about the text, “why did it happen? How did it happen? What should
have been done instead, or done thereafter? Etc. It process is practice; any
reader gets used to read between and beyond the lines.
Baraceros (2005) expressed that critical reading is necessary for the students
to know how to examine critically what they see, feel and read to be able to
make good judgment or decisions for the welfare of their countrymen.
Anthony Shadid (2012) – a critical reader is any single text provides but one
portrayal of the facts, one individual’s take on the subject.
Kurland – (2010) critical readers thus recognize not only what a text says, but
also how that text portrays the subject matter. According to him there are three
steps or modes of analysis which are reflected in three types of reading and
Think –Pair –Share Activity
Read the article below the after few minutes, share
ideas/arguments about it with a partner, then to the team.
“the dream of artificial intelligence by: John Derbyshire.”
Guided question:
A, Describe the varied technologies people use now
B, do computers surpass man’s intelligence? Justify
C, identify the opportunities and challenges brought about
by computers.
D, how do you foresee the world fifty years from now in
terms of technology use?
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 discussion: 1. What the texts say –restatement Evaluation:
2, what a text does – description Why is critical reading as a way of thinking and
3, what a text means – interpretation reasoning significantly especially in this era of technology?
******technique to develop critical thinking********
1. Thinking – it is the act of constructing and deconstructing ideas in
both spoken and written form based on a given context.
a. Check and analyze the title
b. Identify the aim of the text
c. Skim the reading materials
d. Make some relevant associations
e. Evaluate the reading material
Reasoning – it is a process of expressing ideas and opinions as well as
justifying a stand based on prior and existing knowledge and
experiences needed to arrive at a decision.
a. Dare to read every day
b. Learn to focus on the main ideas
c. Examine the pros and cons of your argument/ resolution
d. Organize your thoughts
e. Note points for improvement
Identifies claims explicitly Explicit Information is the information is stated in the text. Readers can see Let’s think critically!
or implicitly made in a the piece of information stated in the given passage. Read a news article/ editorials from newspaper. Identify
written text Implicit information is the information not directly presented in the text. As the types of claim/s present and support with
(EN11/12RWS-IIIij-6) readers, we need to read between the lines to understand the details that the reasons/explanations.
a. Claim of fact writer is trying to tell us.
(EN11/12RWS- Claim- is an arguable statement an idea that a rhetor (that is a speaker or Article excerpt
IIIij-6.1) writer) as an audience to accept. It is a opinion, idea, or assertion. __________________________________________
b. Claim of policy *****characteristics of claims******* __________________________________________
(EN11/12RWS- 1. It is a statement – Types of claims
IIIij-6.2) 2. It t involves a speaker’s awareness of an audience. __________________________________________
c. Claim of value 3. It deals with a search for agreement. __________________________________________
(EN11/12RWS-IIIij- 4. It involves anticipation Reasons/explanation
6.3) 5. Forwards a statement that we worry the audience will not agree to, but __________________________________________
we wish them to agree to. __________________________________________
******Types of Claims******
a. Claim of fact – a piece of information which are grounded on reliable Rubric:
authority such as science or history and asserts some empirical truth. 5 – the ideas are clear, comprehensive and well organized
b. Claim of Judgment or value – information that are focused on relative and free from grammatical errors.
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 judgment such as goodness or badness, and these are usually addressed
based on standards.
c. Claims of policy or action – a specific statement on procedures or laws
that need to be modified based on certain issue or condition and asserts
that an action should be taken
4- – the ideas are clear, comprehensive and well organized
but contains grammatical errors
3 - – the ideas are clear, comprehensive but not well
organized and contain grammatical errors
2 - the ideas are clear, not comprehensive but not well
organized and contain grammatical errors
1-the ideas are clear, comprehensive but not well organized
and contain grammatical errors

Performance tasks:
Goal : teach the student how to make an editorial article
Role: you’re an editorial adviser of the school publication
Audience : grade 10 of Inapoy National High School
Situation: you are going to teach them how to make an editorial article about one area of concern in the society (Education, Health, Engineering, or Business)
Product: you should have to present a sample of editorial article for them to compose a corresponding claim of fact, value and policy respectively.
Standards: article must contain the claims and supported explanation. The ideas are clear, comprehensive and well organized and free from grammatical errors.

Identifies the context in Intertextuality, as a literary device, "it is the ‘complex interrelationship Venn diagram: cite similarities and differences between
which a text was develop between a text and other texts taken as fundamental to the creation and intertextuality and hypertextuality.
(EN11/12RWS-IVac-7) interpretation of the text" (Merriam-Webster Dictionary, 2015). As readers,
a. Hypertext our ability to create connections among various texts enhances the meaning of
(EN11/12RWS- the reading material. It also defined by Michael Riffaterre (2010) depends on
IVac-7.1) [a system of] limitations in our freedom of choice, of exclusion, since it is by
b. Intertext renouncing incompatible associations within the text that we come to identify
(EN11/12RWS- in the internet their compatible counterparts.
IVac-7.2) Hypertextuality allows readers to study a text in a different manner.
Typically, a text is written in a linear fashion. This linear progression only
enables the reader to read the material the way the author designed it from
beginning to end. In a hypertext, pieces of information are connected Let’s collaborate:
semantically. There is an undefined beginning, middle, and end (Department intertextuality hypertextuality
of Education, 2013). Hypertext creates a network of materials linked because advantage disadvantage advantage disadvantage
of various connections they share, this encourages and, at times, requires
readers to go through the material at their pace. Hypertext allows readers to
choose their way of reading the text that speaks to them in the most logical
manner individually. This process removes the burden of making meaning Let’s create:
from the author to the reader. As a reader, you are given the chance to explore Choose a topic you are interested and read. Enhance it
other parts of the text or even ideas linked to the text without being told how either through intertext or hypertext.
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Explains critical reading as
reasoning (EN11/12RWS-
IV-ac-8)
Formulates evaluative
statements about the text
read (EN11/12RWS-IVac-
9)
A, Formulate assertions
about the content and
properties of a text read
(EN11/12RWS-IVac-9.1)
B, Formulate meaningful
and what to read in a step-by-step process.
Reasoning – it is a process of expressing ideas and opinions as well as Let’s discuss:
justifying a stand based on prior and existing knowledge and experiences
needed to arrive at a decision.
a. Dare to read every day
b. Learn to focus on the main ideas
c. Examine the pros and cons of your argument/ resolution
d. Organize your thoughts
e. Note points for improvement
An evaluative statement is a statement that you can make to reflect your
judgment and generalization about a text that you have read.
******* three components that covers the evaluative statements****
1. Cognitive – a belief, opinions, knowledge and information help by a a go signal by the teacher, each team visits the gallery
person
2. Affective – a emotional, or feeling, segment of an attitude
3. Behavioral – an intention to behave in a certain ways.
***Using evaluative statement to define strengths and weaknesses***
4. Statement should be evaluative not descriptive
(Climate change, K to 12 Senior High, ASEAN
Integration, The Philippines – then and now, Health
Magnate)
Rubric:
5- The enhancement of topic is factual, clear, and well –
organized and free from grammatical errors.
4 -the enhancement of topic is factual, clear, and well –
organized but contained grammatical errors.
3--the enhancement of topic is factual, clear, but not well –
organized but contained grammatical errors.
2-the enhancement of topic is factual, but not clear, but not
well –organized but contained grammatical errors.
1-the enhancement of topic is not factual, but not clear, but
not well –organized but contained grammatical errors.
Debate:
Is reading plays the important role in our life?
Reading: Consumer Behavior (source: Schiffmann, Leon
G. & Leslie lazar Kanuk. Sex in Advertising. Consumer
Behavior (7th Edion)pp. 253 & 254)
Guided question:
1. What part of the article do you agree with? Give
reasons
2. Which part of the article do you disagree with?
Give a reasons
3. Why is the article credible or not credible? Justify
your answer.
Gallery walk :
Each team posts on the wall of the classroom any short
article, story or excerpt from any reading materials. Given
together, one story/article at a time and jots down
evaluative statements and possibly supporting reasons on
the big paper below the post/s. go around the team until the
last post is visited
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counter claims in response 5. Use date or benchmarks whenever possible
to claims made in a text 6. Be clear about where there are genuine strengths rather the normal
read (EN11/12RWS-IVac- features
9.2) 7. Show the impact of both strengths and weaknesses
8. Make statements clearer.
Assertion- is a stylistic or technique involving a strong declaration a forceful
or confident and positive statement regarding a belief or a fact. Its purpose is
to express ideas or feelings directly.
*****types of Assertion******
Basic assertion – it is a simple and straightforward statement for
expressing feelings, opinions and beliefs.
Emphatic assertion – it convey sympathy to someone and usually has
two parts first encompasses the recognition of the feelings or situations
of the other person and follows a statement that shows support for
other person’s rights
Escalating assertion – it occurs when someone is not able to give
response to basic assertions of persons and, therefore, that person
becomes firm about him or her
Language assertion – it involves “I” language and is useful for
expressing negative feelings. Nevertheless, it constructively lays
emphasis on a person’s feeling of anger.
There are two (2) factors that must be considered before formulating assertion.
First is to determine the type of paper you are going to write – and can either
be formal or informal paper. Second is to determine the type of literary work
you are going to examine including novel, poem, journal article or theatre
play. It is best to include facts and evidence after every assertion. This is done
to make a strong stand on every claimed assertion
Claim – is a central argument of the text. It can be also called a
thesis, a proposition, or if there is only one simply “the argument”.
Counterclaim – provide an opposing viewpoint to the central claim.
Determine textual evidence Textual evidence is information gathered from the text that supports your
to validate assertions and assertion or counterclaim about the text.
Let’s think critically!
Choose one from the sample articles and formulate
evaluative statement about it.
1. Types of memory
(source: your active Brains (2016))
2. Take the wheel by Sue Picard
3. Marvels of the millennium will revolutionize
business (source: Marvels of the millennium will
revolutionize business, Philippine Daily Inquirer,
business section B-10. August 6, 2003)
Let’s think critically:
Read the article carefully. Identify the claim presented
but create your own counterclaim. Do it in your journal.
Developing your sense of Humor: take yourself less
seriously (Melinda Smith and jean Seagal)
The essential characteristic that helps us laugh is not
taking ourselves too seriously. We’ve all known the classic
tight-jawed sourpuss who takes everything with deathly
seriousness and never laughs at anything. No fun there!
Some events are clearly sad and not occasions for
laughter. But most events in life don’t carry overwhelming
sense of either sadness or delight. They fall into the gray
zone of ordinary life-giving you have the choice to laugh
or not.
Fish bowl:
Identify the textual evidence to the following text and
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counterclaims made about a In expressing your judgment about the text, discuss with your group using a fishbowl technique with
text read (EN11/12RWS- 1. First, state your idea about the text. regards to the validity of claims and counterclaims.
IVac-10) 2. To determine evidence from the text, look for clues and keywords that
support your idea about the text. 1. Brevity is an asset ( by: George Plimpton)
3. Quote or paraphrase the part of the text that helped you come up 2. Emphasis (the bright side of darkness)(Carolina G.
with your idea. Catacutan)
4. Use quotation marks to quote a part of the text. If it is from a book, 3. Brian boost: never forget a name again (Susan
indicate the page number at the end of your sentence. Krauss Whitbourne)(psychology today)
5. Lastly, express how the quote supports your idea.
types of textual evidence:
Paraphrasing is restating the text in your own words.
Summarizing is restating the text in a shorter way using your own words.
Referencing is mentioning a specific section of the text.
Quoting is stating a part of a text in the exact way it was written.
Support your statements with textual evidence to come up with strong or
solid arguments, and make your ideas more credible. You can come up with
good textual evidence by selecting the most relevant section of the text that
strongly supports your statement about the text.
Tips
* Inlocating textual evidence, decide which type of textual evidence will best
support your statement before locating textual evidence.
* Always look for clues and keywords that support your evaluative statement/s
about the text.

Performance task:
Goal: to teach the Editorial Staff of Inapoy National High School-Senior High School on how to compose one claim (original or cited) and to provide the counterclaims or
vice versa.
Role: you are the famous journalist and editor of ABS-CBN, TV 5
Audience: the Editorial Staff of Inapoy National High School- Senior High School
Situation: you are going to teach them how to determine the claim/s, and how to compose one claim/s and counterclaim/s or vice versa
Product: a 1000-word critique of selected text on the basis of its claim/s or counterclaim/s
Standard: the claim/s is clear, comprehensive, and well organized and free from grammatical errors.
Explains how one’s
purpose is a crucial
consideration in academic
and professional writing
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(EN11/12RWS-IVdg-11)
Identifies the unique
features of and
requirements in composing
texts that are useful across
disciplines (EN11/12RWS-
IVdg-12
Book review or article
Critique (EN11/12RWS-
IVdg-12.1)
a. Literature review
((EN11/12RWS-
IVdg-12.2)
Book review- is both evaluative and descriptive of a book. It is a formal paper Let’s collaborate! By group
that describes, analyzes, and evaluates a particular piece of work and provides Justify which sample book review needs improvement
detailed evidence to support this analysis and evaluation. It usually focuses on based on the guidelines we have discussed.
the book’s purpose, contents, and relevance. 1. Women’s work in a changing world
**** features of book review***** (http://writingcenter.unc.edu/handouts/book-
1. It is a summary of the content of the book that includes relevant reviews/)
description of as well as its overall perspective, and purpose. 2. One of feminism’s paradoxes
2. It offers critical assessment of the content which includes your (http://writingcenter.unc.edu/handouts/book-
reactions to the work under review reviews/
3. It suggest whether or not the reader would appreciate it and if the book
is worth reading. Let’s create!
***** guidelines in writing a book review******** Write a book review on a novel of your own choice.
1. Pre-writing phase – after reading the book, go over it once more and
reflect on the following question: Wrap up
a. What is the main argument? Answer the following questions:
b. What important idea/s would the author you want to get? 1. Explain the process of effective book review
c. Is the author successful in conveying his/her ideas/argument to the 2. Choose one from the given novels below and write
audience? a book review.
d. What is the author’s style of writing? a. To kill a mocking bird by: Jonathan
e. How are characters developed? Livingstone
f. What is the structure of the plot? b. The fault in our stars by: John Green
g. Would you recommend this book to a reader? c. We were liars by: E. Lockhert
2. Writing phase –after taking note of your observations, you may
organize your thoughts and start writing. The review may start with the
introduction, body of the review and conclusion.
Introduction – involves the name of the author, title of the book, and the main
idea.
Development or body – develop your thesis using the supporting arguments.
Use description, evaluation, and if possible explanation of why the author
wrote as he/she did.
Conclusion- include the final assessment or simply restate your thesis.
Literature review is an integrated analysis and synthesis of scholarly articles Form a dyads and go to the library or search in the internet.
related to the topics or issues included in your written thesis, dissertation or Summarize five (5) journal articles on any of the following
journal article. It is used to describe critically, summarize, and evaluate the topics f your choice. Don’t forget to indicate your sources.
updated information from sources like academic books, journal articles, research 1. Teenage pregnancy
resources, and government articles. 2. Facebook engagement of students
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The purpose of writing a literature review is to let your reader have a full 3. The effect of television violence on children
grasp of understanding on the background of your research, problem, 4. K to 12 reform in the Philippines
experiment or investigation. It is also used to analyze critically and synthesize 5. The reasons for absenteeism in the class
other published writings to your work or research.

Before Writing
Before writing your literature review, you must identify the issue to be
discussed on the paper. It is also important to determine the problem
statement, main statement questions, research/problem findings and scope and
delimitation of the paper. After doing so, collect the materials from credible
sources. Then evaluate and categorize the information gathered. Make
sure that the information contributes to the understanding of the topic
and is supported by evidence such as case study, statistics or scientific
finding. The information gathered can be either the same or against
your proposed statement.

Structure of a Literature Review

After collecting the information from different sources, decide on the structure
of the literature review. It can either be chronological or thematic
literature review.

Chronological Literature Review is a type of review where the information is

arranged sequentially in the progression of time. It is best used for
historiographical paper and research methodology that focuses more on how the
ideas have developed over time.

Thematic Literature Review is a type of review that defines or describes

theory or categories significant to your research. It can be compared to an
inverted pyramid that focuses on broad to specific topics and ends with a
synthesis. It is considered more essential as compared to the Chronological
Literature Review.

Tips

 In choosing print and nonprint materials, always search for the author’s
credential and qualification. Check if the credential is related to his

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 research/finding. For online materials, use reputable organization
websites and scholarly search engines.
 Writing a literature review is used to critically analyze and synthesize
information from different authors to relate it to your research.
 Remember that the literary review is a part of a research paper or
scholarly paper, thesis, dissertation and journal articles.

Research report Research is “the systematic investigation into and study of materials and
(EN11/12RWS- sources to establish facts and reach new conclusions (Google).” The key to a
IVdg-12.3) good research report is the phrase “systematic investigation.” Thus, researchers
follow certain processes to reach valid conclusions and discoveries.
Research in Our Daily Lives
How do you think the people several hundred years ago discover that the world is
round rather than flat? In another instance, how do scientists create new
medicines to counter illnesses? They subject themselves to the process of
research, hence, producing innovations and discoveries.
Research is the “process of posing a research problem, gathering
information, determining relationships, and writing the paper.” After
completing the process, it is usually disseminated through publication or
presentation.
Research is a skill that students can master as it requires writing skills, obtaining
information, and posing convincing arguments. The research process cannot be
rushed and it takes time.
Formal research is done when you conduct a thorough inquiry on a
particular topic. You determine a research problem first and provide answers to for school needs, too many assignments, does not like the
the research questions. On the other hand, informal research is conducted
on tasks that do not require a highly structured paper as an output.
Let’s investigate!
Group yourselves into 4. Gather literature on students
dropout and reasons for dropping from school.
Let’s think critically and create!
Write a research report based on the data below.
Title of the action research: School dropouts: fact or
Fallacy?
Problem: Identify the reasons of dropping out from school
Methodology:
Research method: descriptive method
Respondent: Grade 6 pupils who stopped schooling in
Inapoy Elementary School, a public school in the mountain
of Barangay Inapoy Kabankalan City, Negros Occidental
Procedure: visited homes of students who dropped out
distributed survey instruments and conducted in-depth
interview
Results: students dropped out from school due to the
following reasons: school is very far from home, no money
teacher.

*******parts of the research***

Title

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 Abstract – it summarizes the intent of the research, the significant findings,
conclusion and recommendations. It should not exceed more than 300 words.

Introduction- it contains the rationale for conducting the research. It contains

justification on the importance of the research and how it contributes to the
existing knowledge of the discipline. It also includes literature that reveals
gaps or affirmations which would establish the need for the study.

Methodology – includes research design, respondents, sampling techniques

and the description of how the study was conducted.

Result and discussion- explains the results of the study. It also includes
interpretations and in-depth analysis of the results and their implications.

Conclusion – is a statement of generalization based on the results of the study.

It should be concise and explicit.

References – indicates the books, journals, and the other online references that
you have read in the conduct of the research.

Project proposal Project proposal – it is a written presentation of a program, project, or Let’s be involved!
(EN11/12RWS- innovation you plan to implement. Interview the people in the community including the
IVdg-12.4) *******suggested part of the project proposal**** barangay chairman, counselors, and the elderly. Mothers,
Project background – overview what the project is about. It gives the fathers and the youth regarding the needs and the problems
rationale of the project, reason for conducting it, existing scenario and realities of the community. After the interview, write at least five
that justify the project. projects that could be undertaken to solve the problems
Project objective/outcomes - you need to state explicitly what the project identified in the community. Justify why each project is
aims to achieve. It must be specific, measurable, attainable, and time bound. worth pursuing.
Project methodology – indicate the details how you will go about the project.
It include the work breakdown or staffing, task time estimates and project Fishbowl activity
deliverables.
Budgetary requirements – indicates the financial requirement of the project.
Performance task:
Goal: to make a project proposal that aims to develop cooperation among youth member of the barangay Inapoy.
Role: you are the Barangay Captain of Inapoy
Audience: fellow Barangay official and Sangguniang Kabataan
22
 Situation: you are presiding a meeting with regards to the issues of youth cooperation in the barangay activities
Product: a program proposal for the Office of City Mayor of Kabankalan City
Standards : a proposal must be SMART, well- written and convincing.
Position Paper Position paper, also known as point of view paper, is used to claim a one-side Journal entry:
(EN11/12RWS- position on a specific issue. This type of paper is used in academics, law, and Write your own position with regards to the following
IVdg-12.5) politics and is usually one to one-and-a-half pages in length. It contains factual issue:
arguments to support the one-side claim or position statement, but this will not 1. Bullying
limit the paper to present just only the strength but also the weakness of the 2. War of Barrito’s sibling
position statement 3. Terminating online games especially Mobile
Structure of a Position Paper Legend
The sandwich graphic organizer below is used to understand how to easy it is 4. Life is short.
to write a position paper.
A sandwich is made up of a top loaf, its content, and a bottom loaf. A top loaf,
as compared to writing a position paper, contains the background and the
writer's stand on the issue. The content, like ham, cheese or lettuce of a
sandwich, is compared to the arguments and evidence presented. Lastly, the
bottom loaf serves as a concluding paragraph which includes the
recommended solution of the writer to the issue presented.
Tips
 Keep in mind that a position paper takes only one side of the argument.
 If the paper represents a group of people (e.g. committee or
organization), refrain from using first person singular pronouns such as
I, my, and mine; instead, use first person plural pronouns like we, us,
our, and ours.
 Cite the book or website where the evidence is, including the statistical
data and facts. If unfamiliar with the bibliographic form or putting a
footnote, try to search the MLA or APA guidelines.
 Use the sandwich graphic organizer (Introduction, Content, End
Statement) in writing your position paper.
 If possible, review and rewrite your position paper.

References:
Dayagbil, Filomena, et al. (2016) Critical Reading and Writing for Senior High School, Lorimar Publishing Inc. Quezon City.
https://link.quipper.com/en/organizations/5550242f878d102f88007953/curriculum
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