READING &
WRITING SKILLS 11
Second Semester: 1st Quarter
Week 3
Development and Quality Assurance Team
Developer: Roy Dolera & Rose May V. Cabusas
Evaluators: Maricel G. Baja & Mc. Vincent L. Delos Arcos
Learning Area Supervisor: Camela G. Lerio, PhD
Illustration Credits:
Title Page Art: Marieto Cleben V. Lozada
Title Page Graphics: Bryan L. Arreo
Visual Cues Art: Ivin Mae M. Ambos
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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Competency: Evaluate a written text based on its properties (organization,
coherence and cohesion, language use and mechanics)
Objectives: At the end of the week, you shall have:
•
•
•
recognized different techniques to achieve a well-written text based on its
properties;
assessed a written text based on its properties; and
formulated a 1-paragraph text discussing the importance of achieving a
good written composition based on its properties.
Learner’s Tasks
Lesson Overview
Writing is one of the most essential macro skills an individual should learn, yet a difficult
one to acquire. This week’s lesson will guide you on how to develop your skills for you to
be able to convey the message effectively and meaningfully. These Learning Activity
Sheets focuses on the properties of a well-written text divided into three lessons: Lesson
1: Organization 2: Coherence and Cohesion 3: Language Use and Mechanics.
In this part of the LAS, you will learn various techniques employed in writing to achieve
organization, coherence, and cohesion, as well as techniques to assess the value of
proper language use in a well-written text.
Learning and acquiring the ways on how to apply the properties of a well-written text
can help you write successfully. These will surely be useful in different situations where you
are required to use your ability in writing school reports, research, paragraph, and essay.
Your writing competence will be developed and used in the activities that follow.
I.
ORGANIZATION
Text organization is the way a text is ordered and arranged systematically. An organized
paragraph helps and guides the reader logically and rationally. This property makes a
well-written text readable and well-presented. Organization can be achieved and
developed through the following techniques:
A. Physical Format
B. Signal Words
C. Structure
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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A. Physical Format
Physical Format is perceived on how the text physically appears like headings and
subheadings, font emphasis, bullet points, and numbers. Moreover, a text or paragraph
format is an aspect of the organization that is instantly understood by the reader becau se
it is immediately seen by the readers' eyes. The physical format is like how the paragraph
is outlined. However, when physical format is used inappropriately, the format can be
confusing to the reader.
Example:
Communication is the way how people convey or transmit ideas from one person to
another. Communication can be verbal and non-verbal or written. Verbal communication
(sounds, language) is the use of language and spoken words. The process of conveying
thoughts through spoken words are much easier and faster. While non-verbal
communication (facial expressions body language, gestures, and posture) entails
communicating by sending and receiving wordless messages. These messages usually
strengthen verbal communication, but gestures and bodily language and expressions
convey thoughts and feelings on their own. Written communication (journals, emails, and
text messages) is conveyed through written symbols such as language. This type of
communication is essential for formal business communications and issuing legal
instructions.
Explanation:
The highlighted words are the three most important kinds of communication that the first
sentence is referring to. By emphasizing these words, the reader can identify the correct
term of the concepts along with their definitions. This also aid in remembering the meaning
of the concepts since they stand out from the rest of the text.
B. Signal Words
Textual cues are what signal words mean. These are clues that the readers use to follow a
text. "Signal words" give readers hints about the text that they are reading. The term
“signal” is the sequence of events and concepts, the transition from one point to another,
or the writer’s chosen text type (e.g., linear narration, question and answer).
Example:
During summer vacation, my family decided to go to Britania Islands. We planned the
whole trip together. First, we packed our things. We packed only those that we needed
for the trip, such as, swim wear, foods, water and some pocket money. Second, we
contacted the vehicle that we will be using to arrive at our destination. Third, we secured
our room to sleep overnight. Thus, our stay in the islands became a memorable one.
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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Explanation:
By using sequential signal words (first, second and third) before the beginning of every
sentence, the reader can follow what seems to be the writer’s list of the things that they
did to make their trip an organized and memorable one. The word “thus” also signals the
conclusion of the text.
C. Structure
The structure provides the framework or an outline upon which the text is organized. It
consists of the following:
•
Beginning: introduction, thesis statement, hook
•
Middle: supporting details
•
End: conclusion, summary, final message
Example:
Karma (car-ma) is a word which means the result of a person’s actions as well as the
actions themselves. It is a term about the cycle of cause and effect. Our actions, both
good and bad, come back to us in the future, helping us to learn from life’s lessons and
become better people. According to the theory of Karma, what happens to a person is a
consequence of his/her actions. It is an important part of many religions such as Hinduism
and Buddhism. In religions that include reincarnation, karma extends through one’s
present life and all past and future lives as well.
Source: https://simple.m.wikipedia.org/wiki/Karma
Explanation:
Organization in this paragraph is not readily noticeable as it does not use cues like
formatting or signal words. However, the text is organized in this way:
• Beginning: Introduction of the topic “Karma”
• Middle: Definition and evidence of existence of Karma
• End: Ending message about reincarnation or Karma that extends to present, past and
future life.
By adhering to the structure, the writer can produce a text that is easy to follow. The topic,
supporting details and concluding message are all clear to the reader.
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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Text organization makes a text easy to read. It prevents the reader from becoming
confused due to sentences or paragraphs that are not organized well. Organization can
be achieved through physical format, signal words, and structure.
II.
COHERENCE AND COHESION
Coherence is the relationship of ideas between sentences while cohesion links the
concepts or information to the central idea of a text or paragraph. Both should be
present in your text because having one without the other will still create a
misunderstanding for readers. Moreover, coherence and cohesion are essential that
make your text easier for your readers to follow and understand.
A text with cohesion has a central concept or “glue” that embraces all the different
thoughts and ideas together. Without coherence, the writer seems to move on to another
associated idea without an appropriate transition from the previous ideas.
Example:
Technology is a hands-on, can-do profession where people must be expert and skilled in
many of the following: engineering, communicating, developing, designing, innovating,
manufacturing, managing, modeling, and systems thinking. But technology also gives us
countless products which can be used for good or ill, or where the assistances are
uncertain. Correspondingly, the processes involved in producing and using technology
means that we should all take an interest whether it provides us and everyone else with
a sustainable future or not. Lastly, technology is a printer, right?
Source:https://www.open.edu/openlearn/science-mathstechnology/engineering-and-technology/technology/what-technology
Explanation:
Every sentence is related to the next sentence in some way. The paragraph stays on the
topic of technology, which is the “glue” that holds the text together and allows it to
exhibit cohesion. However, the way it was developed does not make sense. It began
with the classifying technology and it ends with a confusing question about technology.
Hence, this does not apply coherence and cohesion.
Cohesion and Coherence
A text with both coherence and cohesion partakes a central concept connecting all the
ideas in the text, and these thoughts and ideas are presented rationally and logically.
The text is easy to follow and understand when the main point is clear.
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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Example:
International Women’s Day is celebrated annually every 8th of March. It began as a
Socialist political event in several Western countries. Then, other countries also started
celebrating the holiday just to express their love for women. Currently, the United Nations
observes the holiday to bring to light to women’s issues around the world.
Source:
https://www.coursehero.com/file/p4mukdco/Example-Myfavorite-painting-is-The-Weeping-Woman-by-Pablo-Picasso-which-is-an/
Explanation:
The main topic of the text is International Women’s Day, which was stated in the first
sentence. Then, the paragraph outlines the history of the holiday starting from some
Western countries and how it spread to other nations. It ends by discussing why the whole
world celebrates the day. The writer presented different ideas about the holiday in a
logical manner, without bending away from the topic.
These are the things that you must remember when you evaluate if a text has cohesion
and coherence:
•
A text with cohesion but no coherence is difficult to follow and understand.
•
A text with coherence but without cohesion has no certain and definite point.
•
A text with both coherence and cohesion is logically sequenced and stays on topic.
III.
LANGUAGE AND MECHANICS
Language Use
Formal language is used in academic writing, official texts and business. On the other
hand, Informal language is usually used in writing for oneself or in writing to family,
colleagues, and friends. Thus, it is significant that you make good choices, especially to
the language used because how you use language affects the tone of the text and the
readers’ interpretation of it. Before you write, you have to consider and think about your
target audience. Determine when it is appropriate to use informal language or when
formal language is acceptable.
Examples:
•
We asked the secretary to call the professor and get her permission for us to
continue our research.
•
We requested that the secretary contact the professor and obtain her permission
for us to continue our research.
Source: https://www.slideshare.net/aliciamargaretjavelosa/properties-of-a-wellwritten-text-reading-and-writing
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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Explanation:
In the first sentence, the writer used casual words such as asked, call, and get permission,
which made the sentence informal. The second sentence used more serious words such
as requested instead of asked, contact instead of call, and obtain permission instead of
get permission. This sentence is formal and is appropriate to use when talking or writing
to a person of authority.
When you write, you should also make sure that the language you use is direct and simple
rather than complicated so that readers would easily understand the text. If your readers
are the youth, then you should use words that are familiar to young people.
Mechanics
Mechanics are conventions that must be considered in writing. Some of these
conventions are spelling, punctuation, and capitalization. It is important to know and
observe these conventions in writing to avoid confusion.
•
Spelling
When you write, always make sure that you are consistently using one standard regarding
the spelling of your words. Remember that there are slight differences in American English
spelling and British English spelling.
Examples:
Source: https://link.quipper.com/en/classes/586616fc0244800aa900013f/
Explanation:
Before writing, think of your target audience. Whether you write using the British or
American spelling, it is important to be consistent in spelling. If you are unsure of the
spelling of a word, consult a dictionary or a spell checker.
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
Rights Reserved.
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•
Punctuation
Punctuation means the act of using a system of signs and symbols such as period,
comma, question mark, quotation mark, etc. that are used to organize and give structure
to a text. The use of punctuation directs the reader regarding how the text should be
read.
Examples:
Incorrect: I love to paint portraits I would paint one every day if I had the time
Correct: I love to paint portraits. I would paint one every day if I had the time.
Correct: This book is dedicated to my parents, Noel and Corazon.
Correct: This book is dedicated to my parents, Noel, and Corazon.
Source: https://www.slideshare.net/aliciamargaretjavelosa/properties-ofa-wellwritten-text-reading-and-writing
Explanation:
The first example does not use appropriate punctuation marks, while the second
example presents two sentences that are punctuated appropriately. In the third
example, the sentence signifies that the author’s parents are Corazon and Noel. In the
fourth example, the use of the serial comma indicates that the book is dedicated to four
persons: the author’s dad, the author’s mom, Corazon, and Noel. The simple act of
adding a comma completely and entirely changed the meaning of the statement.
•
Capitalization
Capitalization means the act of writing the first letter of a word in uppercase while the
rest of the letters are in lowercase. There are guidelines in capitalization that one must
remember. Below are few examples of the rules to be followed in capitalization:
•
proper nouns
:
Rose, Surigao
•
proper adjectives
:
Filipino
•
days of the week
:
Saturday
•
months of the year
:
March
•
specific course titles
:
Youth Formation
•
kinship names used in place of personal names and are followed by personal
names
:
Grandma, Dad, Aunt Luz, Uncle Marc
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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•
adjectives, verbs, adverbs, nouns, and pronouns in a title and the first and last word
in a title
:
And I Am Telling You I’m Not Going (song)
What Alice Found There and Through the LookingGlass (literature)
•
historical periods, events, documents: Martial Law, the Renaissance, the Constitution
ACTIVITY 1
Directions: Read the given text with understanding. Answer the questions that follow and
write your answers in your answer sheet.
Preparing a Mango
First, check if the mango is ripe. Do not be fooled by the color of its skin. The skin may be
green, red, yellow-orange or purple. Hold the mango in your hand, press it and smell it to
know if it is already ripe. Next, place the mango on a flat surface. Remember, there is a
large seed inside the fruit. Take a sharp knife, hold the mango upright, and slice the fruit
lengthwise on each side of the seed. The next step is to hold each slice, flesh side up.
Using a small knife, cut a crisscross pattern into the flesh of the mango but do not cut
through to the skin. After this, turn the skin inside out and put the mango cubes in a bowl.
Lastly, use a small sharp knife to get the last bits of flesh from around the seed.
Source: http://downloads.bbc.co.uk/skillswise/english/en14para/quiz/en14para-l1-quiz.pdf
1. What word or phrase in the text tells the reader about the initial instruction?
A. before you start
B. buy a mango
C. first
D. next
2. What kind of text is “Preparing a Mango”?
A. informative
B. descriptive
C. narrative
D. persuasive
3. Which word or phrase lets the reader identify the last instruction?
A. before you finish
B. lastly
C. next
D. to end
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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4. What word or phrase would you NOT use instead of 'The next step is...' in the third
paragraph?
A. after this
B. eventually
C. following this
D. secondly
5. What is another word or phrase you could use instead of 'Lastly' in the last paragraph?
A. finally,
B. in conclusion
C. to sum up
D. next
ACTIVITY 2
Directions: Read and analyze the given passage then explain your observations about it.
Write your answer in your answer sheet.
I live in a house in Siargao. It isn't old or modern. It's a normal nipa house. We can say it is
near the sea. It takes about 15 minutes to go to the sea side on foot. We have one
bedroom, one living room. We also have one other room, too. We use them as a dining
room. Our house also has a kitchen, a toilet and a bathroom. I live with my parents. And
my parents spend their time there to grow vegetables and fruit and our house has a little
garden.
1. What are your observations upon reading the paragraph?
2. What properties of a well written text are not applied in the paragraph?
Why do you think these properties are not applied in the paragraph?
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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ACTIVITY 3
Directions: Formulate a 1-paragraph text showing the importance of achieving a good
written composition. Use the properties of a well-written text: Organization, Coherence
and Cohesion; Language and Mechanics.
Rubric for the Evaluation of the importance of achieving a good written composition
Score
Descriptor
The explanations are organized, coherent, observes correct grammatical
5
usage, spelling, punctuation and has complete parts of a paragraph.
4
3
2
1
The explanations are organized, coherent, but has few (2-5) grammatical
errors, spelling, punctuation and has complete parts of a paragraph.
The explanations are organized but not coherent and has several (6-10)
grammatical errors, spelling, punctuation and lacks one part of the
paragraph.
The explanations are organized but not coherent and has enormous (10 and
beyond) grammatical errors, spelling, punctuation and lacks one part of the
paragraph.
The explanations are unorganized, not coherent, and has enormous (10 and
beyond) grammatical errors, spelling, punctuation and lacks one part of the
paragraph.
Formative Test
Directions: Read the paragraph carefully, then choose the most appropriate answer in
each item.
1. What is the term for the way a text is ordered and arranged systematically?
A. coherence
B. cohesion
C. physical format
D. organization
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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2. Which is perceived on how the text physically appears like headings and
subheadings, font emphasis, bullet points, and numbers ?
A. coherence
B. physical format
C. organization
D. signal words
3. Which refer/s to clues that the readers use to follow a text and indicate/s the
sequence of events and concepts, the transition from one point to another, or the
writer’s chosen text type (e.g., linear narration, question and answer).
A. organization
B. punctuations
C. signal words
D. spelling
4. Which of the following revision follows the correct usage of the properties of a wellwritten text, ‘Thus, I was happy because my father was there and Santa Claus had
come but as I heard my father's words telling my mother the gifts, he had thrown inside
I almost cried’?
A. Thus, I was happy, because my father was there, Santa Claus had come but,
as I heard my father's words telling my mother the gifts, he had thrown inside I
almost cried.
B. Thus, I was happy! because my father was there and Santa Claus had come,
but, as I heard my father's words telling my mother the gifts and he had thrown
inside I almost cried.
C. Thus, I was happy because my father was there and Santa Claus had come;
however, as I heard my father's words telling my mother the gifts and he had
thrown inside, I almost cried.
D. Thus, I was happy because my father was there and Santa Claus had come;
however, as I heard my father's words telling my mother the gifts; he had
thrown inside, I almost cried.
5. Why is it important to employ properties in writing to achieve a well-written text?
A. A writer should employ properties in writing to make his/her work clear and
understandable.
B. A writer should employ properties in writing to make his/her work lengthy.
C. A writer should employ properties in writing to impress his/her readers.
D. A writer should employ properties in writing to challenge his/her readers.
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
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Answer Key
Activity 1:
1. C
2. B
3. A
4. B
5. D
Activity 2:
A. Answers may
vary.
Activity 3:
Answers may vary.
B. Answers may
vary.
References
Abao, & Bacus, 2016. Critical Reading and Writing for the Senior High School
Karma. (2021, March 10). Retrieved March 24, 2021, from
https://simple.m.wikipedia.org/wiki/Karma
Link.quipper.com. (n.d.). Properties of a well-written Text. Retrieved March 24, 2021, from
https://link.quipper.com/en/organizations/547ffc3cd2b76d000200295e/curriculum
#curriculum
(n.d.). Signal Words. Retrieved March 21, 2021, from
https://www.iwu.edu/advising/students/reading_signal_words.pdf
(n.d.). Retrieved March 24, 2021, from
http://downloads.bbc.co.uk/skillswise/english/en14para/quiz/en14para-l1-quiz.pdf
(2020, February 03). Retrieved March 24, 2021, from
https://www.coursehero.com/file/p4mukdco/Example-My-favoritepainting-is-The-Weeping-Woman-by-Pablo-Picasso-which-is-an
Patootie, C. (2018, February 24). Properties of a well-written text - reading and writing.
Retrieved March 24, 2021, from
https://www.slideshare.net/aliciamargaretjavelosa/properties-of-a-wellwrittentext-reading-and-writing
Sandagan, Luzviminda D. 2016, Reading and Writing Skills for Senior High School
Disclaimer: This Learning Activity Sheet (LAS) is based from the Learner’s Materials, Textbooks and Teaching Guides released by DepEd Central
Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational use and constitutes fair use. All
Rights Reserved.
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