Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF NEGROS OCCIDENTAL
Grade 11/12
Reading and
Writing Skills
Quarter 3:
MELC 1.1- LAS 2
Compare and Contrast Patterns
of Written Texts Across Disciplines
English – Grade 11/12
Learning Activity Sheet
RWS: Week 2- LAS 2- MELC 1.1
Compare and Contrast the Patterns of Written Texts Across Disciplines
First Edition, 2021
Published in the Philippines
by the Department of Education
Schools Division of Negros Occidental
Cottage Road, Bacolod City, Negros Occidental
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This Learning Activity Sheet is developed by the Schools Division of Negros
Occidental (with portions adopted from the modules written by Veronica F. Vargas of
SDO La Union, contextualized and localized) and to be utilized by the Division of
Negros Occidental.
ALL RIGHTS RESERVED. No part of this learning resource may be
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without written permission from DepEd - Region VI and Division of Negros Occidental.
Development and Enhancers Team of Reading and Writing Skills Learning Activity Sheet
Writer/ Developer: Rhoda P. Embang – Negros Occidental High School
Estoque
Patricio T. Dawato – Deped - CAR
Dr.
Azucena
T. Falales
S. Libutaque
Jackielyn
G. Calderon
– SDORuben
La Union
Lilibeth E. Larupay
Quality Assurance Team:
Dr. Ruby Therese P. Almencion
Rhoda P. Embang
Negros Occidental High School
Airyl Policianos - Francisco
Hinigaran National High School
Enhancement Team:
Irene J. Bañez
Ami Mari D. Tolentino
Jellen G. Bardeloza
Phoebe S. Catague
Starlyn Jean N. Cabalonga
Pontevedra National High School
Cheryl D. Literal
Tabao National High School
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Introductory Message
The Learning Activity Sheet is a product of the collaborative efforts of the
Schools Division of Negros Occidental and DepEd Regional Office VI - Western
Visayas through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible adults)
in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.
The Learning Activity Sheet is self-directed instructional materials aimed to
guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.
For learning facilitator:
The Reading and Writing Skills Learning Activity Sheet will help you
facilitate the teaching-learning activities specified in each Most Essential Learning
Competency (MELC) with minimal or no face-to-face encounter between you and
learner. This will be made available to the learners with the references/links to ease
the independent learning.
For the learner:
The Reading and Writing Skills Learning Activity Sheet is developed to help
you continue learning even if you are not in school. This learning material provides
you with meaningful and engaging activities for independent learning. Being an active
learner, carefully read and understand the instructions then perform the activities and
answer the assessments. This will be returned to your facilitator on the agreed
schedule.
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LEARNING ACTIVITY SHEET (LAS) NO. 2
READING AND WRITING SKILLS ACTIVITY SHEET
I. Learning Competency (MELC)
Compare and contrast the patterns of written texts across disciplines.
EN11/12RWS-IIIbf-3

Learning Objective:
a. Compare and contrast written texts based on its features and discipline.
II. Background Information for Learners
Understanding Reading and Writing across Disciplines
Critical reading goes beyond understanding new terminologies and identifying
key ideas and minor details that are presented in reading texts. Critical readers
recognize that different authors adopt a variety of style elements in writing depending
on his or her purpose, audience, and genre. As a reader you need to be aware that
each discipline or field of study has its own specific requirements in terms of style,
content, and format.
The structure, grammar, and vocabulary of written texts vary depending on why
we are writing, who we are writing for, and what we a re writing about. We refer to
these predictable patterns in written language as genres. Becoming a writer and
reader involves understanding the patterns and being able to use them flexibly.
Analyzing a piece of writing involves understanding the said specific
requirements or the way a text is written. In this lesson, you will go through the patterns
of written texts that will help you to interpret the meaning of the piece, which is ultimately
the entire point of doing a close evaluation or critical reading of a piece of writing.
It is important to remember that each discipline is a distinct discourse community
with specific vocabularies, styles, and modes of communication. Getting familiar with
the conventions of a discipline’s key genres is essential in understanding a written text.
By surveying the landscape of various academic disciplines, you can develop
further your writing, reading, and thinking.
Let’s study the specific features or aspects of a w r i t t e n text across
discipline in the text map below.
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Discipline (subject area or field of study)
Feature/Aspect
Writer’s
purpose
Writing
tone and
style
Science
History
Pop Culture
Makes claims based on
facts.
Uses the facts of
history to make a
logical argument that
X, Y, and Z happened
as well as why they
happened.
Explains, outlines, and/or
analyzes current trends
in music, fashion, film,
literature, etc.
Puts focus on
research.
Use concrete
evidence and
examples.
Uses logic and
intuition to make
sense of the facts.
Main purpose is to
entertain.
Acknowledges
limitations.
Engages in a larger
discussion with other
historians.
Leans to light, current,
and subjective topics
Writing tends to be
dense, stiff, and
formal.
More subjective than Writing tends to be less
formal and friendlier.
scientific writing;
however, opinions/
interpretations need to
be backed by
evidence.
More subjective than
history and scientific
writing
Objective tone;
straightforward and
informative
Addresses the reader.
Historically has favored
the passive voice;
however, active voice is
now being used.
Can use an
informative,
persuasive, or
entertaining tone
depending on the
writer, reader, and
topic
Must be attentiongrabbing because there
are many options (think
about the magazines at
the grocery store
checkout line) and topics
change quickly
Avoids first- and secondperson pronouns, i.e. “I”
and “you”
Avoids first- and
second-person
pronouns, i.e. “I” and
“you”
Uses first- and secondperson pronouns, i.e. “I”
and “you.”
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Reader’s
goal
Identify how the writer
reached his/her
conclusion.
Understand the
methodology.
Understand whether it is
significant/ reputable.
Look for the proof.
Understand when it was
written so you can
determine if it is still
significant.
Understand the
argument that the
author is trying to
make.
Separate the facts
from the author’s
interpretation.
Find any flaws in the
author’s reasoning.
Understand when the
pop culture piece was
written as the period will
influence your
interpretation. This is
true with many types of
writing, but pop culture
writing, like pop music, is
especially of its own
time.
Infer and understand
the logic between
relationships.
Remember that
history is not static
and be open to new
interpretations of
long-known facts.
Specific
language
Likely to have words that
might not be in the
dictionary because
science vocabulary
evolves quickly.
Language is precise.
Writers choose to use
the most specific word
rather than use a word
that may be more
familiar.
Many words, including
the new words, are
derived from Greek and
Latin; when you see an
unfamiliar word, you may
be able to put it together
if you know the Greek
and Latin word parts.
Understand the
author’s potential
biases.
Older primary
sources contain
archaic language that
will make
understanding, more
difficult.
Uses words or
expressions that may
have only been used
in a particular period.
Its use may have
died out or changed
in meaning.
Current sources that
discuss past events
will focus on the
language of causes
and consequences of
certain events.
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Words are specific to
both the time and the
place of the piece.
Language needs to be
interpreted considering
when it was written.
Recent events and
trends are quickly
included in the
vernacular.
Organization
Taxonomists
use
classification.
Historians organize
by categories of
action and not
chronological order;
that is all events
relating to
technology may be
grouped together,
while educationrelated events are
grouped
separately.
Uses a variety of
organizational strategies
including comparison and
narration.
Depends heavily on
hooks and story-like
qualities that create an
interesting and easy
flow.
Within each
category of action,
events are
arranged
chronologically;
uses narrative.
Overall,
historians make
an argument and
support it with
evidence.
Disciplinespecific
features
Figures, tables,
graphs, and
charts.
Often requires
basic to
advanced levels
of mathematical
literacy to
understand.
Will reference
primary sources,
that is, texts written
at the time you are
studying. For
example, if you are
studying about the
Civil War, a primary
text could include a
letter from President
Lincoln from a
Union soldier.
Pop culture moves
progressively from local to
national to international
levels.
Writing in the humanities usually seeks to analyze, interpret, argue, and/or
explain thoughts, reactions, ideas, and emotions. The “humanities,” as a discipline,
includes not only literature, but also philosophy, economics, ethics, performing arts,
fine arts, history, and aspects of anthropology, cultural studies, foreign languages,
and linguistics.
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Writing in business often means explaining a situation, event, or change to
compel the reader toward a very specific action. Business has a special vocabulary
(jargon), so first of all you have to learn its jargon, like remit, obligate, loan, collateral,
interest, stocks, etc. Some compound nouns are standard expressions in business,
like tax collection system, company car, price list, bulk buying, etc.
You must also learn some of the conventions, or established practices, of
business writing. For example, business uses a lot of formal letters, so you have to
be familiar with the standard forms (meaning the parts) of a business letter, a memo,
minutes of a meeting, a proposal, etc. Some standard parts of business
communication are date, inside address, the salutation, the body or main purpose of
the communication, the complimentary close, etc.
It is important to remember that business requires cordiality to sustain it, to
keep the customer. Hence, even if the content of a communication is negative—like
a complaint or a collection—the communication must be polite. There is careful use of
modal expressions and adverbs. Polite expressions such as the following are part
of the ritual of politeness in business: (Cortes de los Rios, 2010).
In the field of natural science (physics, chemistry, and biology, astronomy,
geology, marine science, mathematics, ecology, computer science, etc.), technical
terms, symbols (ph, NaCI, and CO2) and abbreviations are common. Similar to other
disciplines, common words like power, pressure, force, work, and impulse have a
technical meaning. To help yourself understand many of the technical terms, you must
know some prefixes (uni, semi, and multi), root words (bio, geo, vis, and derma), and
suffixes. Diagrams and drawings are also characteristic of science texts.
The typical sentences in science texts are dense; that is, they are information
heavy. An example is this: Each nucleus is packed with information coded in the form
of a chemical called Deoxyribonucleic Acici (DNA) and organized into groups
called genes which are arranged on thread-like structures, the chromosomes. The
lengthy and dense sentences found in science texts suggest slow reading for
comprehension and retention of facts.
Other disciplines have their own writing conventions that we need to
familiarize ourselves with.
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III. Activities
 Pre- Activity: Text Mapping
You are now aware that academic writing conventions vary substantially
according to discipline—that is, whether one is working in the humanities, the social
or natural sciences, or business.
Directions: Describe the specific features of written texts in the identified disciplines.
Discipline (subject area or field of study)
Disciplinespecific
organizational
features

Math
Literature
Business
Activity Proper
Directions: Read the following passages. Then, fill in the table with necessary
details and answer the questions that follow in one whole sheet of paper.
Text I.
This study aims to investigate the current situation with regards to special
guardianship, introduced in the early years of the 21st century following the
Adoption and Children Act in 2002. It was designed to provide an option to allow
a more secure and permanent option where formal adoption was not appropriate,
for example where children needed to retain a close connection with their natural
family (Miller 2006, p. 8). Special Guardianship Orders were implemented in two
phases, with the first taking place in late 2003 and the second in 2005, with associated
Regulations set in place (Miller and Bentovim 2006, p. 12). It is now several years
since the Special Guardianship option has been available, and it seems a good idea
to look at how useful it has been, and whether there are problems with its
implementation.
Text II.
Many thermometers are thin glass tubes filled with a liquid. Mercury and alcohol are
often used in thermometers because they remain in liquid form over a large
temperature range. Thermometers can measure temperature because of a property
called thermal expansion. Thermal expansion is the increase in volume of a
substance because of an increase in temperature. As a substance’s temperature
increases, its particles move faster and spread out. So, there is more space between
them, and the substance expands. Mercury and alcohol expand by constant
amounts for a given change in temperature.
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Text III.
Music. It is the sound of every day. It is the cadence of typing on a keyboard, or
the rhyming of lyrics. In the Fine and Performing Arts Academy, I hope to be part
of the experience, the dance, the performing, and the art. I always see opportunity
in the Performing Arts; whether learning a new instrument, learning different
dances, joining a choir, or auditioning for a musical. I want to try something new. I
want to learn the technical aspects of video and audio recording and learning how to
use professional equipment. However, my heart goes deeply for the soul of music.
Table: Comparison and Contrast
 Necessary details in Text 1 are provided as your guide.
FEATURES
Writer’s
purpose
Writing tone
and style
Specific
language
Organization
Disciplinespecific
features
Text 1
Text 2
Text 3
to investigate the
current situation with
regards to special
guardianship
Informative and
straightforward
Precise and formal
Developed through
Description/
Chronology
Used legal basis and
orders
Guide Questions:
1.
2.
3.
4.
What is the focus of the written text in Text 1? In Text 2? In Text 3?
What could be the purpose of the author in writing the text?
What specific language is used in the respective texts?
What discipline would you classify the above texts?
IV. Reflection:
1. What insights have you learned from this activity?
2. Are the formats/patterns of texts important in a specific discipline? In what
way/ways?
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V. Answer Key
2. Answers may vary
3. Answers may vary
Activity:
Guide Question
1. Answers may vary
Disciplinespecific
organizational
features
III. Pre-`Activity
Math
Literature
Notations, numbers, and Writing is artistic.
formulas are typical of Engages
the
the main texts.
reader by using
creative
language
and
imagery; there is
dominant use of
connotative
language
and
figures of speech
to describe and
convey event.
Business
Observes
a
specialized
organization
in
documents such as
resumes,
memos,
and
product
descriptions.
Discipline (subject area or field of study)
REFERENCES
Borgford, C., Champagne, A., Cuevas, M., Dumas, L., Lamb, W.G., & Vonderbrink,
S.A. (2005). Measuring temperature. In Physical Science (p. 276). Austin,
TX: Holt, Rinehart and Winston.
Elcomblus. 2020. Language and Text Structure Across Disciplines. February
12.
https://www.elcomblus.com/language-and-text-structure-acrossdisciplines/.
Fleming, Grace. 2020. What Does Critical Reading Really Mean? January
21. https://www.thoughtco.com/critical-reading-basics-1857088.
Jayla_Thompson5. 2021. Rhetorical Quiz #1(Patterns of Development).
https://quizlet.com/72845748/rhetorical-quiz-1patterns-of-development-flashcards/.
Lumen
Learning.
n.d.
Introduction
to
Writing
Across
Disciplines.
https://courses.lumenlearning.com/boundless-writing/chapter/introduction-towriting- across-disciplines/.
Rodrigo. 2015. Critically assess the implementation of Special Guardianship Orders.
March 28.
https://writepass.com/journal/2015/03/critically-assess-the-implementationof- special-guardianship-orders/.
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