WEEKLY LEARNING ACTIVITY SHEET

READING & WRITING SKILLS, GRADE 11, Quarter 3, Week 2

PROPERTIES OF A WELL-WRITTEN TEXT

Name: _____________________________________________ Strand & Section: ____________________

Most Essential Learning Competency (MELC)

Evaluate a written text based on its properties (Organization, Coherence and Cohesion,
Language use and Mechanics).
Learning Objectives:
1. Appraise the value of Organization, Coherence and Cohesion, Language Use and
Mechanics in writing essays and academic papers.
2. Critique a sample essay based on the properties of a well-written text.
3. Write a commentary essay applying the properties of a well-written text.

Time Allotment: 8 hours

Key Concepts
In a nutshell, a well-written text is easy to understand—and the properties that make a
text “easy to understand” are Organization (1), Coherence and Cohesion (2), Language
Use (3) and Mechanics (4).
Key Concept 1: Organization

1. Attention grabber (quote, question A text is described as well-written when the

etc.)
Paragraph 1
Introduction 2. Thesis Statement
ideas presented flow in logical manner.
3. Three supporting topics/topic Hence, a well-organized text has three main
topic sentence 1 (first thesis
Paragraph 2 sentence
support) parts—the Introduction, Body and
Body
-elaborate, give examples, explain Conclusion.
topic sentence 2 (second support)
Paragraph 3 Usually, you preview main ideas about the
Body elaborate, give examples, explain
topic in the Introduction, further explained
in Paragraph 4 topic sentence 3 (third support) the body, then restated in the conclusion.
Body elaborate, give examples, explain
Below are some ways (structure and
Paragraph 5 summarize your three topic outline that will give focus and meaning to
Conclusion sentences and restate your
thesis your writing) to organize the body of
Figure 1: Sample of a Five Paragraph Essay Outline by Jodi Miller your essay or academic paper (Long).

Patterns of Organization

1. Chronological/Sequential – In writing about events or processes, your main ideas

must be arranged in sequential or time order to facilitate better understanding of
the procedure or narration of events (beginning, middle and end).

Example 1: In writing the summary of the Writing Process—you need to start with the
general steps: Pre-writing, writing and post-writing. The process can be further broken
down into sequences using transition signals, (Tiongson and Rodriguez, 33-75).

Transition Signals/Cohesive Devices:

After, before Earlier Lastly Currently Aside from During When

Soon Then Finally Following In addition Later
In the meantime Next Until First/ Second/ third Year/ month/ day Immediately
At the same time now Besides Simultaneously Furthermore moreover
Whatever you are writing, it Moreover, you need to Once the blueprint is
will be helpful to see writing as distinguish your purpose for accomplished, immediately
a process. Once you figure out writing, as well as the audience, execute the second step called
what works for you, you will be tone, and point of view. After the drafting (writing process).
able to produce better determining your topic, you may Use the blueprint to guide you in
compositions. start freewriting then outlining choosing the appropriate
your thesis statement (your patterns of organization,
The first stage of the writing interpretation of the topic), main cohesive devices, language and
process is pre-writing idea and its supporting details. mechanics to use in your draft.
Example 2: When you want to start vlogging, you must first prewrite a video script for
your vlog. Study how writing using sequential pattern works. 3
2 Postwriting
(Revising &
1 Writing
Editing)
(drafting)

Prewriting (planning)
-identify your purpose
-identify your audience
-outlin your econtent +
call to action
First,
you need to plan
the purpose including the message (content) of your vlog. Then specify the viewers (audience)
to whom your message will resonate. Next, you need to choose a goal, this will depend on
where your audience will see the video. Following this, you will need a call to action or what you
want your viewers to do after they watch your video. Just make sure your call to action aligns
with the purpose of the video. Lastly, you create one sentence inviting your audience to why
your video is a must watch (Biteable).
2. Simple listing / Topical – The direction of the topics in this pattern is arbitrary
which means, based on personal random choice, and depends on the importance
given by the writer. A topical pattern arranges information according to different
sub-topics within a large topic, or the types of things that fall within a larger
category. Note that, changing the order of the items does not alter the meaning of
the paragraph.

Transition Signals / Cohesive Devices:

For example In addition Another reveal Some also Such as

Example 1: Research findings are organized in topical format depending on how the
research questions are arranged as illustrated in the study, “Common Writing Errors of
Second Year College Students: Bases of Proposed Measures to Strengthen Writing
Abilities of Austin Rainer M. Perez, (Posecion, Go and Albano,70-73).
Research Questions Research Findings (Topical Organization)

1.What are the common errors in 1. Common errors in written English of the students based on the
written English of the students in the given proficiency test.1.1
following categories of the given 1.1. Grammar and Mechanics
1.1.1. Correct Usage, Identifying Errors, and
proficiency test?
Mechanics
1.1 Grammar and Mechanics 1.2. Essay Writing
1.2 Essay Writing 1.2.1. tenses of the verb
1.2.2. word usage, capitalization, and spelling

2.What are the factors causing these 2. Factors causing these errors.
errors? 2.1 Confusion in correct usage of tenses, etc.
2.2 Lack of interest in English
2.3 Lack of Practice in English writing
2.4 Poor grammatical, vocabulary and spelling skills

3.What measures may be proposed to

improve the writing ability of the 3. Proposed measures to improve the students’ writing ability.
students? 3.1 Provide more writing practice activities.
3.2 Promote Interactive writing lessons.
3.3 Emphasize the use of grammar, and language mechanics.

Example 2: When you write an overview of a lesson or a report, often you make a list of
what the readers will expect (Oaks).

“Most academic essays have an overall structure—introduction leading to a thesis,

body, conclusion. Essays also have topic sentences and supporting details that constitute
the body, and they need to be logically patterned in a way that is appropriate to the
essay’s thesis.
In addition to the concept of the thesis statement and indicating a general, logical
order of the supporting details, there are other ways to organize information in the body
of an essay—using patterns of organization. Often, in academic studies, students will be
asked to apply a specific thinking pattern in an essay assignment. For example: Discuss
3. Spatial – You arrange ideas in a spatial manner whenever you discuss location,
position, and directions in descriptive writing. To use spatial order in your essay,
emphasize how objects, people, places, or concepts relate to each other according
to their respective positions from your perspective. You can start from the left or to
the right, it is up to you (Smith).

Transition Signals / Cohesive Devices:

Above Below Next to Behind Beside Across from
Under Between Parallel to In front Over Around
Inside Outside Nearby Adjacent to To the right To the left
Far-right Far-left Close Innermost Outermost Right next
to

Example 1: When you are describing the objects, you see on and near your study table.

On the far-right corner of my study table, there is a five-layer drawer with a faded
sunset trees silhouette painting as its design. On its right sat our dusty family picture
frame. Right next to it sat a two-foot purple electric fan. My functioning silver laptop is
located just next to it, in a vain effort to cool off the device. My phone enclosed in a black
protective case is placed nearby.

Behind the aforementioned items are a row of books- textbooks, poetry, fiction,
and non-fiction books. Their colorful spines decorated my study table with life. My fine-
tuned Ukulele lay on top of the row of books. My pocket power supply decorated in white
and green lays next to my Uku. A purple hairbrush is right next to it, followed by a stack
of papers.

4. Cause and Effect – In this pattern, you will explain the reasons why one item is
shown as the reason for another element to occur. The cause (action) stimulates the
event or effect (the outcome). You will often use this pattern in descriptive
correlational research when you establish the relationship, explain why something
happened or identify the effects of something.

Transition Signals / Cohesive Devices:

As a result Because Caused Affected For this reason Consequently henc Since
e

Example 1: Can smoking affect our vision? (nursinganswers.net)

C a u s e : S M O K IN G E ff e c t : D i ff e r e n t E y e I n f e c t i o n s

“Smoking is not only bad for our body it is also bad for our eyes because smoking
can lead to different eye infections. Consequently, smoking is linked to increase the hazard
of having eye blindness and people who smoke have double the risk of developing
cataracts compared with non-smokers. The effects of cigarette smoking like heart disease,
cancer, are very familiar but many of us do not know that sight threatening vision and eye
problems also exist. Quitting smoking is an effective way to lessen the different possible
eye diseases,” (nursinganswers.net).

5. Problem and Solution – This is similar to cause-and-effect manner of organizing

the body of your essay. You explain why something happened or identify the effects
of something. However, “cause-and-effect” texts do not necessarily propose
solutions to problem. Hence, problem-solution pattern is most used when writing an
Argumentative-Persuasive Essay, experimental and action research, where you
present the problem first then proceed to discuss the solutions. Moreover, in the
 context of research, you may present a single solution (intervention) and discuss
the problems that will be addressed by the proposed solution.

Signals Words
Proposes Suggests solution Answers Prevents intervention Fixes/uses

Example 1: A Study on the Efficacy of Context Clues in Inferring Meaning of Unknown

Words by Lae Menshu Teru (Posecion, Go and Albano, 74-76).
Solution/Intervention:
Problem: Poor learners Vocabulary
use of Context Clues

“A wide vocabulary is necessary to become fluent in English. The richer the vocabulary,
the faster the reading comprehension. Despite its importance, vocabulary acquisition remains as
one of the most difficult skills to teach and to learn among English learners in the Philippines.
This difficulty may be rooted from poor schemata. Hence, this study suggests the use of context
clues as the solution to the poor level of high school students’ vocabulary.

Although there are many ways to acquire vocabulary; route memorization, chunking, and
picture words, the researcher chose context clues since it is one of the most frequently
encountered intervention in figuring out the meaning of words during reading exercises. This
study attempts to prove how effective Context Clues is in improving the L2 learners’
vocabulary,”-Teru.

6. Definition - In textbook, reading an entire paragraph is devoted to defining and

then further expanding the concept with examples and restatements.

Signal Words & Cohesive Devices:

Is defined as implies Is described as Is called Term or Refers to mean
concept s

Example 1. On defining a “Thesis Statement,” (Tiongson and Ramirez, 38-39)

The concept thesis statement is defined by Tiongson and Ramirez as the central
idea of an essay. It is commonly known as the writer’s claim about a specific issue (topic)
and is often one sentence. Also, it is usually placed in the introduction so that the reader
knows what to expect from the essay.
Consider combining the specific topic and your attitude or interpretation toward
the topic as you write it. For example, “High school seniors who join the Reserve Officers
Training Corps (ROTC) program develop better leadership skills because of the discipline
instilled in them by the program.” The topic is membership to ROTC (specific topic) then
the writer adds his interpretation or attitude that ROTC develops leadership skills.
Whatever thesis statement you come up with initially is called a working thesis
statement. It is called such because you may need to adjust it as your research and
writing progress.

7. Comparison and Contrast – Your purpose as the writer is to show the similarities
(comparison) that exist between the two unlike concepts or objects, or their
differences (contrast).

Transition Signals / Cohesive Devices:

Like Unlike Both Neither Similar While
Equally Likewis Compared with Also In the same On the other hand
e way
 Example 1: Visual Representation of the Comparison and Contrast of “Cohesion” and

COHERENCE COHESION
"Structure" Both are "Flow"
relates to how important -relates to how
Properties of grammatically
logical, clear and easy a
ideas progress. Well-written united and fitting
Text since the the words and
#outlined ideas Text will lack sentences in the text.
#use Writing Outline CLARITY #reference words
#clear #consistent
without #repeated words/ideas
Them.
#understandable #Transition Terms
#Substitution #Ellipses

“Coherence”

Textual Representation of the concepts described in the Venn Diagram

No matter how closely defined Coherence and Cohesion are, it is important to

note that they are not similar. Coherence is to “Structure” or logical outlining while
Cohesion is to “Flow” or grammatical linking of words and sentences. However, they are
paired together because it makes sense that if your paragraphs are structured well, they
should also flow logically. Hence, easy to understand.

The words and sentences of a paragraph may be characterized as cohesive when

transition signals (cohesive devices) are properly used for the purpose of listing, adding,
or sequentially ordering the events such as the use of terms first, second, third, etc.
Moreover, good cohesion is achieved if the writer mindfully uses reference words and
repeated words (subjective and demonstrative pronouns), as well as substituting and
deleting unnecessary words or phrases to make a fit and unified paragraph.

On the other hand, Coherence focuses on the structure of the essay’s

paragraph. It relates to how clear, easy to follow and logical the ideas progress so that
the readers can easily get the writer’s point. Thus, one of the ways to achieve a coherent
text is through creating writing outlines, (EAPFoundation.com).

Key Concept 2: Coherence and Cohesion

What is Coherence?
It means the “structure” of a paragraph or essay (E2 Language). Also, it is
about
how clearly you organize the ideas in your paragraph to be easily understood by
your readers.
How to improve Coherence?
1. Decide which Patterns of Organization to use in organizing the body of
your essay. Many writers use not one, but a combination of patterns to achieve
effective paragraphs.
2. Consider creating a Writing Outline before writing your draft.

An outline is a summary that gives the essential features of a text by showing

how the parts are related to one another. There are two kinds of outlines: the
reading outline and writing outline (Tiongson and Rodriguez, 49-54).

Reading Outline Writing Outline

This outline helps you get the main ideas (thesis This outline is a skeletal version of your
statement and topic sentences) of a text that is essay which contains the fundamental
already written or the text you are assigned to points and the different supporting ideas. It
read. is used as a guide to organize your ideas. It
is usually done before you write the first
draft of your essay.
 Example of a formal reading outline from Parts of a formal writing outline
a short text entitled “The Spanish Legacy,” written by
Bonifacio Sibayan
Title & Writer:
Purpose:
Title & Writer: The Spanish Legacy by Bonifacio
Audience:
Sibayan
Tone:
Purpose: To inform
Point of View:
Audience: High School Students
Thesis Statement:
Tone: Light and Educational
Point of View: Third Person Point of View
Thesis Statement: In the old times, the Spanish bore
such a great influence over Philippine languages and
I.MAIN IDEA (level 1)
Philippine life.
A. Subtopic / Supporting idea to I. (level 2)
1. Supporting idea to A (level 3)
I. The Spanish used Philippine native languages to
a) Supporting idea to 1 (level 4)
Christianize the natives.
B. Subtopic / Supporting idea to I. (level 2)
A. Friars discovered that it was easier to preach
1. Supporting idea to B (level 3)
the
2. Supporting idea to B (level 3)
Good new in native’s own languages.
a) Supporting idea to 2 (level 4)
a) Supporting idea to 2 (level 4)
B. It was easier for priests to learn the native
language and preach that for the natives to
II.MAIN IDEA
learn
A.Subtopic / Supporting idea to II
Spanish and Christianity.
B.Subtopic / Supporting idea to II
C.Subtopic / Supporting idea to II
II.The Spanish mixed terms from their own language
with the Philippine native language.

A. The Spanish retained certain key concepts in

their own language because the terms did not
have equivalents in the native language. They
also did this so the natives could not equate
these terms with their pagan beliefs.

1. These concepts include: God, Holy Trinity,

Holy Ghost, Virgin Mary, the Pope, grace,
sin, cross, hell, Holy Church, Sunday, and
the names of the Sacraments.

2. These words can be found in the first book

to be published in tagalog, named the
Doctrina Christiana. This book was
published in 1593.
What is Cohesion? - Cohesion means flow.

As you develop your paragraph, your ideas must be related to each other
and they should be logically linked using reference words, linking words and
transition signals, (E2 Language). To put simply, cohesive writing does not mean just
grammatically correct sentences, but it also refers to connection of your ideas both at
the sentence level and at the paragraph level. Hence, it is vital to use cohesive devices
to signal the reader about how the sentences and paragraphs are related (Silva, Cruz
and Marcial, 56-57).
Study the example paragraph courtesy of EAPFoundation.com.

Do the ideas in the text stick together? Can you spot the errors? How will you improve it? We
will use this paragraph as our basis to improve cohesion using the three cohesion methods

Original Version:
“Cohesion is an important feature of academic writing. Cohesion can help ensure that your
writing coheres or sticks together. Cohesion will make it easier for the reader to follow the main
ideas in your essay or report. You can achieve good cohesion by paying attention to five important
features. The first important feature is reference words. The second key feature is repeated words,
and the final important aspect is transition signals.”

below.

How to improve cohesion? Good cohesion is achieved through these 3 main methods:
 1. Reference Words - are used to refer to something which is mentioned elsewhere in
the text, usually in a preceding sentence. The most common type is demonstrative
pronouns this, these, that, those and third person pronouns, it, they, them, he,
she, which. Study the example edited version. The reference words are shown in bold.
The words it, which and these are reference words. The first two of these, ‘it’ and
‘which’, both refer to 'cohesion' used in the preceding sentence. The final example,
‘these’, refers to 'important features', again used in the sentence that precedes it.

Edited version:
“Cohesion is an important feature of academic writing. It can help ensure that your writing
coheres or sticks together, which will make it easier for the reader to follow the main ideas in
your essay or report. You can achieve good cohesion by paying attention to five important
features. The first of these is reference words. The second key feature is repeated words, and
the final important aspect is transition signals.”

Processing: How did the paragraph improve after applying the appropriate reference
words?

2. Repeated Words/Ideas – One way to achieve cohesion is to repeat words, or to

repeat ideas using different words (synonyms). Study the following example.
Repeated words (or synonyms) are shown in bold.

Edited version:
“Cohesion is an important feature of academic writing. It can help ensure that your writing
coheres or sticks together, which will make it easier for the reader to follow the main ideas in
your essay or report. You can achieve good cohesion by paying attention to five important
features. The first of these is reference words. The second key feature is repeated words, and
the final important aspect is transition signals.”

In this example, the word cohesion is used several times, including as a verb
(coheres). It is important, in academic writing, to avoid too much repetition, so using
different word forms or synonyms is common. The word writing is also used several
times, including the phrase essay or report, which is a synonym for writing. The words
important features are also repeated, again using synonyms: key feature, important
aspect.
3. Transition Signals - also called cohesive devices or linking words, are words or
phrases which show the relationship between ideas. Quite various types of cohesive
devices have been provided to you in Key Concept 1 on Patterns of Organization.

Study the previous example again. Here the transition signals shown in bold, simply give a
list, relating to the three important features: first, second, third, and final.

Edited version:
“Cohesion is an important feature of academic writing. It can help ensure that your writing
coheres or sticks together, which will make it easier for the reader to follow the main ideas in your
essay or report. You can achieve good cohesion by paying attention to three important features.
The first of these is reference words. The second key feature is repeated words, and the final
important aspect is transition signals.”

Categories of Transition Signals

Conclusion / Summary / Restatement Agreement / Addition / Similarity

These transition signals conclude, summarize The transition words like also, in addition, and,
and / or restate ideas, or indicate a final general likewise, add information, reinforce ideas, and
statement. Also, some words (like therefore) from express agreement with preceding material.
the Effect / Consequence category can be used to
summarize. -in the first place -correspondingly
-in like manner -additionally
 -in summary -in short -in the same fashion / way -similarly
-to sum up -to summarize
-in conclusion -overall
Examples / Support / Emphasis Cause / Condition / Purpose
These transitional devices (like especially) are These transitional phrases present specific
used to introduce examples as support, to conditions or intentions.
indicate importance or as an illustration so that
an idea is cued to the reader. -in the event that -so that
-in other word -specifically -in view of -whenever
-particularly -in fact -unless -given that
-for instance -for example
Effect / Consequence / Result Time / Chronology / Sequence
These transitional words (like finally) have the
Some of these transition words (thus, then, function of limiting, restricting, and defining time.
accordingly, consequently, therefore, henceforth) They can be used either alone or as part of
are time words that are used to show that after a adverbial expressions.
particular time there was a consequence or an -in due time -as soon as
effect. -in the meantime -in a moment
-up to the present time -until then
Note that ‘for’ and ‘because’ are placed before
the cause/reason. The other devices are placed NOTE: Many transition words in the time category
before the consequences or effects. (consequently; first, second, third; further; hence;
henceforth; since; then, when; and whenever)
-as a result -then -for -thus -therefore have other uses.
Opposition / Limitation / Contradiction Space / Location / Place

Transition phrases like but, rather and or, These transition words are often used as part of
express that there is evidence to the contrary or adverbial expressions and have the function to
point out alternatives, and thus introduce a restrict, limit or qualify space. Quite a few of
change the line of reasoning (contrast). these are also found in the Time category and
can be used to describe spatial order or spatial
-at the same time -on the other hand reference.
-besides -instead
-although -rather -in the middle -behind
-however -regardless -on the distance -in the
center of
-in the background -in front of

Key Concept 3: Language Use

No matter how good our ideas are, if we cannot articulate them well, our text cannot be
considered well-written. Hence, language use is also of primary importance. Effective
language, therefore, is the vehicle of a good idea.

Leggett, Mead and Charvat (as cited by Silva, Carson, and Marcial) articulated four
major characteristics of good language use: (1) exactness, (2) directness, (3) appropriateness,
and (4) spelling (57-58).

Guidelines for Language Use (Silva, Cruz and Marcial,58).

1.Exactness – for language to be considered exact, 2. Directness – when our language is direct, it
a writer needs to be aware of the denotative (literal) becomes concise and direct-to-the-point. We
and connotative(emotive/implied) meaning of a must avoid verbosity. If you could say it in three
word. words, do not say it in ten.

A. Carefully distinguish between words that are A. Use concise words

nearly synonymous. B. Avoid redundancy
B. Do not confuse words with similar sound or
spelling but with different meanings. Poor: We collaborated together on the project.
C. Use concrete words because they form Better: We collaborated on the project.
sharp, clear meanings that most readers
easily understand. Poor: The other alternative is to eat healthy
 Concrete Abstract food.
50% increase- -Significant increase Better: The alternative is to eat healthy food.
Wednesday, at 8 a.m.- -In the near future
Poor: I will see you in the near future.
Better: I will see you soon.
3. Appropriateness – use words that are easily 4.Spelling – after every writing, make sure to
understandable (familiar) since the goal of writing is proofread and check for errors.
to get our message across not to confuse.
A. Proofread your manuscript carefully to
A. Avoid slang, trite expressions, jargon, eliminate misspelling.
highfalutin, cliches and incongruous or mixed B. Cultivate careful pronunciation as an aid
metaphors. to correct spelling.
Example: Mixed Metaphors C. Familiarize yourself with spelling rules as
"Mr. Speaker, I smell a rat. I see him floating an aid to correct spelling
in the air, but mark me, sir, I will nip him in
the bud."

This sort of mixed metaphor may occur when a

speaker is so familiar with the figurative sense of a
phrase ("smell a rat," "nip in the bud") but fails to
recognize the absurdity that results from a literal
reading, (Nordquist).

Key Concept 4: Mechanics

Generally, mechanics is essential in all types of writing because it describes the

technical aspects of writing. It also serves as a road sign to guide learners like you on
how to use words appropriately in terms of conventions such as grammar, punctuation,
capitalization, and citation styles. Consider this example (1):

I can never forget my class last school year because they were so active and responsible
in class they always worked together well in doing their assignments performing group
and individual tasks submitting their projects on time keeping the classroom spic and
span. They are worth remembering for everything that they did inside and outside the
campus they always helped one another they seldom got themselves in conflict with
anyone in the class.
It is apparent that the above example is quite difficult to read because of the lack of
two important conventions: punctuations and capitalization. In addition, you cannot
easily understand the message it sends across its readers. If we put appropriate
punctuations, it could be read in this way:

Edited with appropriate punctuations: My class is worth remembering. They were so

active and responsible. They always worked together well in doing their assignments,
performing group and individual tasks, submitting their projects on time, and keeping
the classroom spic and span. Everything that they did inside and outside the campus
was worth remembering. They always helped one another. Also, they seldom got
themselves in conflict with anyone in the class.

Processing: What has changed in the paragraph? Did you understand it better than the
first?

The second paragraph has become easier to read and understand, because the complex
structure of sentences has been converted to simple structures with the help of
punctuations.

Through applying proper mechanics in writing, you can facilitate better

transfer of message in your written text. You will never be lost as long as you keep in
mind and follow the basic rules of subject-verb agreement, capitalization, and
 punctuations.

To learn more about grammar (subject-verb agreement), capitalization, and

punctuations, it’s best to read:
Grammar Capitalization Punctuation
https://tinyurl.com/64cmefdn https://tinyurl.com/9t9bva8s https://tinyurl.com/4x6c6w3d
https://tinyurl.com/5877farc

In addition, citations are almost always required when writing essays in the
academic context. The usual forms of citation styles used in schools are the Chicago
Manual Style, MLA, and APA, (Posecion, Go and Albano). You need to be familiar with the
style guide used by the discipline you are in. When writing academic papers, you need to
conform to the standards set by these publication manuals (119).

To learn in-depth about the styles, it’s best to open the URL and learn the
mechanics
of in-text and reference citations.

Referencing Styles in Academic Writing Example

Chicago Manual Style (CMS) Read for sample paper formatted
using CMS style:
This style is generally used in business, history,
https://tinyurl.com/t73d3dc
and fine arts.
Modern Language Association of America (MLA) Read for sample paper formatted
Handbook for Writers of Research Papers using MLA style:
https://tinyurl.com/a5bpsr
This style is generally used in the humanities
American Psychological Association (APA) Read for sample paper formatted
using APA style:
This style is generally used in education, https://tinyurl.com/pjehs75m
psychology, and sciences.

(Note: Exercises are optional. They are supposed to guide you in understanding the key concepts
more.)

Exercise 1: I knew it!

What to do: Critically read then distinguish the Patterns of Organization (text structure),
transitions and signals words that are used in each of the essay extracts.

Extract 1. 1. One similarity between current and previous methods of

communication relates to the form of communication. In the past, both
I. Pattern of written forms such as letters were frequently used, in addition to oral forms
Organization used: such as telephone calls. Similarly, people nowadays use both of these forms.
Just as in the past, written forms of communication are prevalent, for
example via email and text messaging. In addition, oral forms are still used,
II. Transition signals including the telephone, mobile phone, and voice messages via instant
used: messaging services.
Extract 2. 2. In the past, most women stayed at home to take care of domestic
I. Pattern of chores such as cooking or cleaning. Women's liberation and feminism have
Organization used: meant that this situation has been transformed and in contemporary society
women are playing an almost equal role to men in terms of work. This has
had significant consequences, both in terms of the family, for example by
II. Transition signals improving quality of life and increasing children's sense of independence,
used: and also for society itself with greater gender equality.
Extract 3. 3. Consumption of processed and convenience foods and our
dependence on the car have led to an increase in obesity and reduction in
I. Pattern of the fitness level of the adult population. In some countries, especially
Organization used: industrialized ones, the number of obese people can amount to one third of
the population. This is significant as obesity and poor fitness lead to a
decrease in life expectancy, and it is therefore important for individuals and
II. Transition signals governments to work together to tackle this issue and improve their citizens'
used: diet and fitness.
Extract 4. 4. When you are riding a bicycle in traffic, it is important to
communicate your intentions with the motorists around you. In other words,
 I. Pattern of you have to tell people where you are going with signals. This is not so
Organization used: difficult though. When you want to turn left, just extend your left arm out
horizontally in the direction that you are turning. If you want to turn right,
II. Signal words used: extend your left elbow horizontally, but point your fingers up at the sky. This
will make an "L" shape and will let the people around you know that you are
turning right. If you are braking, extend your left elbow in the same way, but
point your fingers downward. This indicates that you will be stopping
suddenly. Practice these signals and you'll be a considerate cyclist. Many
motorists will want to accommodate you if let them know what you are
doing.

Exercise 2: The Health I Care!

What to do: Carefully examine the jumbled ideas about The Importance of Health Care to a
Nation’s Economy, then arrange the chunks of text into its correct order to form
a well-structured paragraph. Use uppercase letters (A, B, C...) to show the order.

________1. For example, the manufacturing industry needs healthy works.

________2. in their health systems.
________3. country requires a
________4. A lack of investment in health care, however.
________5. health plays an equally important role. Every
________6. means that these countries
________7. now suffer from a workforce that cannot function efficiently.
________8. It is often said that the wealth
________9. nations fall to invest sufficient funds, for one reason or another,
_______10. of a nation depends on natural resources, but
_______11. as do the financial and services sectors. Otherwise, not only the
_______12. economic, but also the social development of a country suffers.
_______13. Unfortunately, many
_______14. skilled and healthy workforce.

Exercise 2.1: Let’s volt in!

What to do: For items 1-3, combine each pair of sentences by changing one sentence to a
subordinate clause. Use an appropriate transition signals to link the ideas. Meanwhile, for
items 4-5, continue the story by completing the sentences while still making use of transition
signals.

Example: I got tired. You were useless.

Answer: I got tired because you were useless.
1. I was studying my lesson. I heard a loud crash in the next room.
2. I pulled the blankets on my bed. I was afraid.
3. I finally got up from where I was sitting. I heard the cat’s meow.
4. I went to get a broom __________________________________________________________.
5. I totally was not able to get sleep that night _____________________________________.

Exercise 3: I use to write this way.

What to do: Study the expressions in the box. Then answer the questions as honestly as
possible.

In my humble opinion… I think… For me…

In a summary… As a conclusion…
I will write about ____(topic) and will give what I think, but I am no expert of this
topic.
1. Which of the following expressions in the box have you experienced using? Write as
many answers as possible.
2. Do the expressions follow the “Guidelines for Language Use”?
3. Which of the Guidelines for Language Use did it overstep?

Exercise 3.1: I hardly fit in!

What to do: Distinguish the pronouns which are not consistent (do not fit) with the nouns
they
 refer to and list them. Then, rewrite the paragraph with the pronouns that match
the nouns.

Study Text 1. ‘Cop comedy’ ain’t funny anymore by DLS Pineda

Polite proposal: The concept of maturity must include a corresponding scale of how
one grows to perceive the police.

As toddlers and pre-adolescents, it’s okay to look up to the police in awe and/or with
fear, depending on whether you grew up hearing “Lagot ka, may pulis o!” or “My father is
a policeman!

As teenagers coursing through high school and college, along with the rapid and
minute realizations that the world often lies to you and that life wouldn’t be as easy as you
thought it would be, also comes the maturity of seeing the police as not, in fact, the most
law-abiding persons in society, or that they are uniformly working for everyone’s
betterment.

On your way to Baguio for a Dota tournament, you might get shot in the back by
police officers. Check out what they did to Joshua Laxamana. Or, perhaps, while begging to
be released so you could study for your exam, they shoot you thrice—two bullets to the
head and one to the back, like what was done to Kian delos Santos.
If you’re lucky, you graduate from school and find employment. At this stage, you
start to see that many of the things you create, much of the work you enjoy, the positive
acts you do for yourself and for others, do not involve the police and even prosper with the
lesser and lesser presence of state forces.

Approaching your 30s, you begin to understand that the world works in systems and
that these systems interact. Many of these systems are locked in spirals, tumbling and
plummeting toward entropy, and one of the right questions to ask in imagining a better
world to live in is whether a police force actually makes sense. It’s the police that serve as
enforcers and protectors of the ruling order, making sure the status quo never ever
changes and that such destructive social cycles are never broken.

The problem of police brutality and incompetence is massive and cultural. When
“police reform” and other legal reproaches have been tried and have proven to be
miserable failures, then perhaps the solution does not lie in the government whose
functions are intertwined so tightly with the police. When, year in and year out, cops being
required to lose weight becomes a comedic talking point in media — side-by-side with
snide remarks about their routine incompetence, their cheap gimmicks, their incoherent
excuses for “lack of coordination” with other law enforcement outfits, their crimes and
misdemeanors, the thousands who have died in their hands—then it’s clear that we’ve
somehow learned to acquiesce to the police just being the way they are.
But, following our naivete, we often excuse ourselves from the task of viewing the
police with critical eyes by recounting one or two incidents where a cop or two fulfilled
some bare minimum of their jobs.

We can think big, however, and ponder why, under this administration, the lowest
ranking police officer now earns much more than teachers, doctors, and nurses.
Economics, the power of the purse, is one way to give meaning to the interactions that
glue us; what part do whopping budgets for the police play? It is only against this vast
backdrop that we can ask what it means for conscripted nonpolitical civil servants “to
serve and protect,” because, apparently, law enforcers these days require huge
allowances and so much largesse from and mollycoddling by the state to be expected to
do their jobs.

We must earnestly think about what the police means in our everyday lives,
because there is hardly any sense in giving guns and fearsome power to the kind we have
today. Should we realize a truly progressive society one day, where each segment fulfills
its role and is justly provided for, I am afraid there would be no more use for the police.
Why? They would have no one to run after. Who in their right minds, after all, would want
to be criminals?
Activity 1. Shed me some light. (40 points)
What to do: Sensibly answer the questions. Refer to Reading text 1, Cop Comedy ain’t funny
anymore

1. If you were given a chance to ask/tell the writer about his essay, what would you
ask/say?
2. Did the essay affect you? What new idea, perspective or feeling about the Police did
the essay bring you?
3. What is the essay’s thesis (claim or stand)?
4. How did the writer support his claim? What did he use?
5. What observable patterns of organization did the writer use to develop the body of
his essay?
6. Did the essay achieve coherence and cohesion? How?
7. What can you say about its language? Did it follow the guidelines of appropriate
language use?
8. How did the writer introduce the facts to support his claim? Did it follow a specific
citation style?

Activity 2: Do me a favor. (30 points)

What to do: Critically read Study text 1 (Commentary Essay), ‘Cop comedy’ ain’t funny
anymore by DLS Pineda. Then create a formal outline of the study text to show
how organized and connected the ideas of the writer are. Follow the sample
outline format in Key Concept 2 on Coherence and Cohesion. Also, read the
rubric below as basis for your grade.
Rubric: Use this rubric to grade your outline.

Criteria 10 8 6 4
Format The outline employs The outline follows The outline resembles The outline
the correct format, the correct format the correct format but does not follow
as well as proper although some did not use proper the correct
use of symbols, and symbol and symbols and format.
indentations. indentations are indentations.
misplaced or
inconsistent.
Content The outline contains The outline contains The outline includes The outline
precise, direct, and sufficient information the information related includes
appropriate of the topic, although to the topic but inappropriate
information some supporting supporting information information.
essential in showing information are do not match what is
that the study text misplaced or on the study text.
is a well-organized inconsistent.
text.
Thesis The outline The outline The outline does show The outline
captures the exact, distinguishes the the thesis but is loose does not show
arguable thesis of thesis but includes enough to be arguable any thesis.
the text being other unnecessary
studied. details.

Activity 3. Make it Remark-able! (40 points)

What to do: Using the properties of a well-written text, write a minimum of three (3) and
maximum of five (5) paragraph commentary essay (with a title) on any of the following
issues. Choose only one to write about; may be encoded or handwritten. Note, you may follow
the link provided to learn more about each issue (just a suggestion). Read the rubrics to know
how you will be rated.

A. ‘Ghosting’ is now normal (https://tinyurl.com/8vv35892)

B. Spike of Covid19 Cases (https://tinyurl.com/uc5j9n4e)
C. Death Penalty Revival in PH (https://tinyurl.com/s3hhypdd)
Essay Rubric:

Criteria 10 8 7 6
Fully addresses all parts Sufficiently addresses Addresses all parts of Addresses all parts of
of the task and applies a the task and applies the task and the task although
combination of patterns of one specific pattern attempts to establish some parts may be
Task organization in the of organization in the a pattern of more explained or
achievement essay’s body that body. organization. covered than other
and supports the thesis. parts.
Presents a well- The position/stand
Organization Presents a fully developed developed response is supported with Presents a relevant
position to the issue with or comment to the subtopics but may position although the
relevant, fully extended issue with extended have a tendency of conclusion does not
and well supported ideas. and supported ideas. overgeneralization sync (may become
and may lack focus. unclear).

Skillfully manages Uses cohesive There is clear Arranges information

paragraphing and devices such as progression and ideas coherently
sequences information referencing words throughout and and uses cohesive
Coherence and ideas logically. (pronouns), repeated uses a range of devices but cohesion
and words (synonyms) cohesive devices within and/or
Cohesion Manages all aspects of and transition signals appropriately between sentences
cohesion well there is sufficiently and although there may may be faulty or
clear progression appropriately be some under-/over- mechanical.
throughout usage.
The essay contains a wide Skillfully uses Uses a sufficient Attempts to use
range of vocabulary with uncommon range of vocabulary direct and exact
very natural and vocabulary but there to allow some words but
sophisticated control of may be occasional flexibility and unconsciously uses
Language of word features; precise, inaccuracies in word precision but may general words
Use direct, and appropriate choice. produce occasional including jargons and
language. errors in word choice slangs.
Produces rare errors (uses abstract
in word formation. indirect words) and
word formation.
Uses a wide range of The majority of Produces frequent Uses a mix of simple
sentence structures and sentences are error- error-free sentences and complex
the majority of sentences free and makes only but makes a few sentence forms but
are error-free of very occasional errors in punctuation makes some errors in
capitalization, errors or and capitalization. grammar and
punctuation, and inappropriacies. punctuation.
grammar.
Mechanics Employs appropriate follows no citation
Appropriately follows the citation styles. styles in writing.
mechanics in
capitalization,
punctuation, and
grammar, including citing
and referencing of facts.

Assessment: Choose the letter of the best answer.

1. A well-written text is…

a. ..the writer’s knowledge of the fundamental properties of grammar
b. ..built around effective paragraphing, on coherence and on established writing
conventions
c. ..the properties that show the interplay of both the physical aspects of organization and
deeper textual aspects
d. ..constitutes proper paraphrasing and logical order of presentation of ideas

2.Which property of a well-written text constitutes proper paragraphing and logical order of
ideas?
a. Organization b. Coherence c. Cohesion d. Mechanics

3.Which property of a well-written text refers to the established writing conventions for words
that you use?
a. Organization b. Coherence c. Language Use d. Mechanics
4.This refers to the “grammatical” aspects of writing and is focused on the degree to which
sentences (phrases and clauses) are connected so that the flow of ideas is easy to follow.
a. Cohesion b. Coherence c. Organization d. Mechanics

5.This refers to the overall understandability of what you write and involves summarizing the
overall argument; separating major paragraphs; and beginning each with a topic sentence
followed by supporting sentences.
a. Organization b. Coherence c. Language Use d. Mechanics

6.Which property of a well-written text refers to the use of concrete, concise and appropriate
words?
a. Organization b. Coherence c. Language Use d. Mechanics

7.Which property of a well-written text constitutes features that facilitate textual continuity?
a. Organization b. Coherence and cohesion c. Language Use d. Mechanics

8.Which of the following is not a mechanic of writing?

a. Language used b. Grammar c. Capitalization d. Punctuation

9.Which type of organization pattern show how to or more things are alike and different?
a. Cause & effect b. Chronological c. Problem-solution d. Compare-contrast

10.Which type of organization pattern describes events in sequential order?

a. Cause & effect b. Chronological c. Problem-solution d. Compare-contrast

11. As I look back now and reminisce, I realize quite clearly that of all the related members of
my family, the only one who truly sympathized with my intellectual and artistic point of view
was my dearest old brother. Which among the options would correct the underlined lexical
item?
a. All the members of my family c. all the family members related to me
b. All my beloved family d. no change

12. I am happy at home because of my mother, a woman of whom I abundantly fond and
loved.
Which among the options would correct the underlined lexical item?
a. Intensely fond c. very fond and also loved
b. childishly fond and hold affection for d. no change

13. His world was that of the popular and well-loved music, the middle-class actor, and the
middle-class comedy. Which among the options would correct the underlined lexical item?
a. Popular music c. music that was popular and well-liked
b. popular music that the masses loved d. no change

14. Not that he was in any way fitted, intellectually or otherwise, to enjoy high forms of art
and learning, nor that he understood, even in later years, what it was that I was attempting to
do; he never did. Which among the options would correct the underlined lexical item?
a. To be amused and entertained by c. to enjoy and be entertained by
b. to engage in and enjoy d. no change

15. I joined the girl scouts with the single, sole purpose of learning life skills. Which among
the options would correct the underlined lexical item?
a. With one purpose c. with the sole purpose
b. with only one sole purpose d. no change

16. They are words that are not considered part of the standard vocabulary and are used
informally.
a. Slang b. Jargon c. idioms d. euphemism
17. Claustrophobic means a person who is afraid of closed spaces is an example of which
language feature?
a. Slang b. Jargon c. idioms d. euphemism

18. Having cold feet, means to be fearful to complete an action, is an example of which
language feature?
a. Slang b. Jargon c. idioms d. euphemism

19. FOMO means fear of missing out, is an example of which language feature?
a. Slang b. Jargon c. idioms d. euphemism

20. between jobs means a person who is unemployed is an example of which language
feature?
a. Slang b. Jargon c. idioms d. euphemism

Reflection:

After being introduced to the properties of a well-written text, I will see to it that
________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________.

From this moment on, whenever I am tasked to write I will

_____________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________.

Writing is ________________________________________________________ because I know that it has

a process, rules, and guidelines. All I need to do is
______________________________________________ and _______________________________________.

References for learners

Biteable. n.d. Website. 2 March 2021. <https://biteable.com/blog/video-script/>.

E2 Language, Blog. IELTS Writing Skills: Coherence and Cohesion. 6 June 2018. Langauge Blog.
<https://tinyurl.com/jkdnnnke>.

EAPFoundation.com. Coherence and Cohesion in Academic Writing. 12 February 2020. 5 March 2021.
<https://www.youtube.com/watch?v=3EzJICqv3WY>.

Effective Use of Language. n.d. <http://faculty.washington.edu/ezent/el.htm#:~:text=There%20are%20six

%20main%20characteristics,and%20(6)%20appropriately%20formal.>.

Jain, Mini. Socioblend.com. 25 February 2019. Website. 4 March 2021. <https://socioblend.com/blog/2019/02/25/5-

reasons-why-you-should-be-on-tiktok/>.

Long, Laura. Patterns of Organization for Writing Essays. 5 October 2015. Website. 2 March 2021.
<https://www.youtube.com/watch?v=e6bmZ231M6k>.

Miller, Jodi. Five Paragraph Outline. Website. 3 March 2021.

<https://jodimiller.files.wordpress.com/2010/04/5-paragraph-essay-outline1.jpg>.

Nordquist, Richard. What are mixed metaphors? California, 30 May 2019. Thoughtco.com. 7 March 2021.
<https://tinyurl.com/4ehta5mp>.

nursinganswers.net. Causes and Effects of Teenage Smoking. 9 December 2020. 5 March 2021.
<https://nursinganswers.net/essays/causes-effects-teenage-smoking-5062.php>.

Oaks, Susan. Patterns of Development Overview. Ed. SUNY OER Services. n.d. 6 March 2021.
<https://courses.lumenlearning.com/suny-esc-wm-englishcomposition1/chapter/text-rhetorical-modes/>.
Pineda, DLS. ‘Cop comedy’ ain’t funny anymore. Inquirer.net. 10 March 2021.
<https://tinyurl.com/tka2pamw>.

Posecion, Ofelia T, Mildred B Go and Heidi P Albano. Language Research: Principles and Application. Quezon:
LORIMAR Publishing Inc, 2011. Book.

Sands, Patrick. "Water Cycle Steps: Earth’s Natural System of Viability." 29 November 2017. Green and Growing.
website. 2 March 2021. <https://tinyurl.com/n8cmh9yc>.

Silva, Janette H, Carson Jeffrey O Cruz and Ana Katrina T. Marcial. Reading and Writing Skills. Quezon: Ibon
Foundation Inc., 2018. Book.

Smith, John. What is Spatial Order? Description and Examples. San Francisco, 14 May 2018. Website. 5 March
2021. <https://tinyurl.com/ryt9nnny>.

Tiongson, Marella Therese A and Maxine Rafaella C Rodriguez. Reading and Writing Skills First Edition. Manila: Rex
Book Store Inc., 2016. Textbook.

Answer Key Exercise 2 Exercise 1: I knew it!

The Health I
Exercise 3.1: I hardly fit in! Care!
Inconsistent Pronouns Extract 1
1. you 1. F I. Compare and Contrast
2. you, you 2. K II. Similarly, just as, still
3. his or her 3. D Extract 2
4. you 4. L I. Cause and effect
5. C II. Effect transitions: have meant
Rewritten version: 6. M that, has had, significant
When buyers await to receive a package for something they 7. N consequences
purchased online, they become easily impatient of how soon the delivery 8. A Extract 3
guy would arrive. If they do not receive the package within a week of 9. J I. problem solution
buying
NOTE:the item, to
Answers they begin to doubt if they have followed the right
Exercises 10. B II. none
process. For
2.1, and instance,
3 may vary.buyers who do not include a phone number on the 11. G Extract 4.
purchase form will have to wait longer for their package. Furthermore, if 12. H I.Spatial
they make errors on the form, they would have to wait for the store 13. I II. Turn left, horizontally,
attendant to call and inform them of the delivery delays for another week 14. E downward
or two. left arm out, extend, turning right

Writer: MARIELL EUNICE A. CONDE Reviewers: ELMER R. ANDEBOR, MT-I

School: Agusan National High School STEM-11 Group Head
Division: Butuan City
Email address: [email protected]

AMALIA B. RINGOR, Dev.Ed.D

Track Head, Senior HS

RUTH A. CASTROMAYOR, P-IV

Assistant Principal, Senior HS