j

LORETO ACADEMY, INC

Mabini St.Carmen,Loreto, Dinagat Islands

READING AND WRITING

2ND SEM

GRADE 11
S. Y. 2021-2022

SIMPLIFIED LEARNING MODULES

(SLM)

NAME: ___________________________________________________

COMPILED BY:
JUDILYN M. JUMAMOY

DISCLAIMER: The lesson content has been compiled from various sources in public domain
including but not limited to the internet for the convenience of the users. The school has no propriety
right on the same.

WEEK 1 & 2

1
 INTRODUCING THE READING PROCESS AND READING STRATEGIES

READING
 Is a cognitive process of decoding symbols to derive meaning from a text, it is
always an interaction between the text and the reader.

 We read to gain and share information and ideas, whether for academic,
personal, or professional purposes.

 Reading is also a skill that can be improved through consistent practice.

Skills we apply while we read:

1. Identifying the author’s purpose

2. Grasping the main ideas of the text
3. Locating important details
4. Using context clues to understand unfamiliar words
5. Answering specific questions
6. Analyzing the text’s points
7. And critiquing the text

READING STRATEGIES

1. PREVIEWING
 Means looking at the readily visible parts of the text, like titles and subtitles,
and also visuals and graphs, picture and charts.
 Helps familiarize you with the contents of the selection and focus on the
important information in the text.

2. SKIMMIMNG AND SCANNING

Skimming
 Means you look for the main point of the reading and identify the ideas
that develop it.
 Physically moving your eyes rapidly along the page and tracing tour
finger along the lines of the text to speed up your reading.

Scanning
 Looking for specific information.
 To scan the text effectively, you need to have an idea of the details you
are looking for.

3. USING CONTEXT CLUES

2
  Words, phrases, and sentences that surround an unfamiliar word that can
help you recognize the meaning of an unknown word because the text gives
you information about it.

TYPES OF CONTEXT CLUES:

 SYNONYMS
 Are used when the text has words or phrases that are similar in meaning
to the unknown word. Though their meanings are similar, they are not
exactly the same because a word may have different associations with it.
Synonym clues may be signaled by the following words: “like” of “as”.

Examples:
a. Humpty dumpty took great pleasure in obfuscating the poem’s
meaning for Alice. His explanations about the poem were confusing
and complicated.
b. Alice envisage the Jabberwock in her mind. She imagine its sharp
claws and jaws, and then shivered in fright.

 ANTONYMS
 A word that reveals the opposite meaning in relation to the unknown
word. When you see words like “although”, “but”, despite”, “instead”,
“in contrast”, “unlike”, “however”, “even though”, “on the contrary”,
and “conversely”, these usually precede antonyms because these are
used to show contrasting ideas.

Examples:
a. The boy in the poem surreptitiously set out to find the monster. He
did not tell anyone about his plans because he did not want them to
worry.
b. The Jabberwock was relentlessly pursued by the boy, unlike the
others who gave up easily when they heard how terrifying the
creature was.

 EXAMPLE
 Examples are specific details in a text that are used to clarify the
meaning of a word.

Examples:
a. There are many eccentric creatures in the forest, such as mome raths
and borogoves.
b. Only a few weapons are truly nifty in hunting monsters, like the
vorpal sword.

 EXPLANATIONS AND DEFENATIONS

 Explanations may be given as clues to describe an unknown term. When
phrases like “because” or “that is” follow a word, these may be
explanations. Meanwhile, definitions may follow an unfamiliar word.

3
 Terms like “is” “means” “is defined as” and “refers to” are used with
definitions.

Examples:
a. Humpty dumpty told Alice that “brillig” means the same thing as
four o’clock in the afternoon, because that is when people started
broiling things for dinner.
b. Hearing someone “outgrade”- which means he is whistling,
bellowing, and sneezing at once-can be a funny sight.

 SITUATIONS
 The situation in which a word is used in also be helpful in determining
the meaning of that word. The meaning of a word may change
dependeng on its context, or how and where it is used.

Examples:
a. The boy wondered if he should have brought some back up, in case
he could not take on the Jabberwock by himself.
b. The hero’s conquest of the Jabberwock does not merit a case in
court!

USING CONNOTATION AND DENOTATION

Denotation
The basic, precise, literal meaning of a word that can be found in a dictionary.

Connotation
The positive, negative, or neutral feelings, attitudes, ideas, or associations with a
word. These shades of meaning are affected by social overtones, emotional
meanings, or cultural implications.

To illustrate the difference between denotation and connotation, compare the

following meanings of a words “father” and “daddy”.

Father
Denotation: a male parent.
Connotation: -association: positive
- feelings: love and respect
Daddy
Denotation: a male parent
Connotation: -association: positive
- feelings: love, familiarity, childhood

4
EVAUATING WRITTEN TEXTS BY ANALYZING CLAIMS

CRITICAL READING

DEFINING CRITICAL READING

Whenever you read something and you evaluate claims, seek definitions, judge
information, demand proof, and questions assumptions, you are thinking
critically.
This type of reading goes beyond passively understanding a text, because you
process the author’s words and make judgments after carefully considering the
reading’s message.

TECHNIQUES TO HELP DEVELOP CRITICAL READING SKILLS

1. Keeping a reading journal

 A reading journal is similar to keeping a diary, except you are
writing your feelings and ideas in reaction to your reading
assignment.
 This process allows you to develop your impressions of the text and
connect them to your personal experiences.

2. Annotating the text

 Making notes on your copy of the reading.
 This includes highlighting or underlining important passages and
writing notes, comments, questions, and reactions on the margins.

3. Outlining the text

 Locating the thesis statement, claims, and evidence, and then plotting
these into an outline, you can see how the writer structures,
sequences, and connects his or her ideas.

4. Summarizing the text

 Get the main points of the essay and important supporting details.
 It is a useful skill because you can better understand the reading if
you can recognize and differentiate major and minor points in the
text.

5. Questioning the text

 It involves asking specific questions on points that you are skeptical
about.
 You should also take note of things that you found impressive.

5
 IDENTIFYING AND ANALYZING CLAIMS

 Critical reading also means that you are able to distinguish the information
that is clearly stated (explicit) in the text from ideas that are suggested
(implicit).

 The claim or the central argument or thesis statement of the text. This claim is
what the writer to tries to prove in the text by providing details, explanations,
and other types of evidence.

Characteristics of good claims:

1. A claim should argumentative and debatable.
2. A claim should be specific and focused.
3. A claim should be interesting and engaging.
4. A claim should be logical.

DISTINGUISHING BETWEEN THE TYPES OF CLAIM

1. Claims of fact state a quantifiable assertion, or a measurable topics.

2. Claims of value assert something that can be qualified. They consist of

arguments about moral, philosophical, or aesthetic topics. These types of topics
try to prove that some values are more or less desirable compared to others.

3. Claims of policy posit that specific actions should be chosen as solutions to a

particular problem. You can easily identify a claim of policy because they begin
with “should”, “ought to”, or “must”.

IDENTIFYING THE CONTEXT OF TEXT DEVELOPMENT

Context is defined as the social, cultural, political, historical, and other

related circumstances that surround the text and form the terms from
which it can be better understood and evaluated.

Intertextuality

The modeling of a text’s meaning by another text.

It is defined as the connections between language, images, characters,

themes, or subjects depending on their similarities in language, genre, or
discourse.
Hypertext

6
  A nonlinear way of showing information. Hypertext connects topics on a
screen to related information, graphics, videos, and music-information is
not simply related text.

CRITICAL READING AS REASONING

ASSERTIONS
 The primary channel for a reader to assent to a claim.
 These are declarative sentences that claim something is true about
something else.
 It is a sentence that is either true or false.

TYPE OF ASSERTIONS
1. Fact
 This is a statement that can be proven objectively by direct experience,
testimonies of witnesses, verified observations or the results of research.
 Statement of facts can be double checked for accuracy, there is general
agreement about the truth they posit.

2. Convention
 A way in which something is done, similar to traditions and norms.
 Conventions depend on historical precedent, laws, rules, usage, and
customs.
 Their truthfulness is verified by how commonly held definitions and
beliefs are interpreted.

3. Opinion
 Opinions are based on facts, but are difficult to objectively verify
because of the uncertainty of producing satisfactory proofs of soundness.
 Opinions result from ambiguities; the more ambiguous a statement, the
more difficult it is to verify.
 They are open to disputes.

4. Preference
 These are based on personal choice; therefore, they are subjective and
cannot be objectively proven or logically attacked.

Counterclaims
 These are claims made to rebut a previous claim. They provide a contrasting
perspective to the main argument.
 Being able to recognize and formulate counterclaims in reaction to an argument
is a characteristic of a good reader.

Evidence
 It is defined as the details given by the author to support his/her claim.
 It reveals and builds on the position of the writer and makes the reading more
interesting.
 Evidence is crucial in swaying the reader to your side.

7
 LORETO ACADEMY, INC.
Mabini St., Carmen, Loreto, Dinagat Islands

1ST SUMMATIVE TEST

NAME: _________________________________________ SCORE: _________________

I. CONTEXT CLUES

Identify the type of context clues used for each of the following sentences.

___________1. I saw a man vaping his e-cigarette. He was inhaling and

exhaling the vapor from the device.

___________2. Contactless payment technologies, unlike tradition modes of

payment, make use of smart cards to connect wireless to e-readers for more
efficient payment.

___________3. Signing an online petition, sharing a status message, or liking

a post are increasingly regarded as actions falling under slacktivism, a
digital form of activism with little involvement.

___________4. Some parents are anti-vax –that is, anti-vaccinations because

they believe these chemicals may trigger autism in students.

___________5. Some people like making duck faces, or pressing their lips
together in the shape of a duck’s bill, when they take selfies.

___________6. “Watch this video to discover the meaning of life!” “This

beggar’s response will restore your faith in humanity!” and “See how one
woman made a million pesos from her living room” are types of headless
called clickbaits.

___________7. Advances in neuromorphic technology have excited many

scientist. These system that mimic the human nervous system show much
promise in the field of medicine.

II. VOCABULARY CHECK

8
 On the blank beside the number, write the letter of the word or phrases
inside the right column that most approximately matches the underlined
word in the sentence to the left.

____1. The land will be inherited by his posterity. A. supreme

____2. Apple is considered the vanguard of

Smartphone technology. B. masculine

____3. The speaker’s last point was of paramount

Relevance. C. future
generations

____4. They admired his virile strength. D. carefree

____5. You should not be frivolous during exam

Week because you need to study! E.
advantageousness

____6. They considered the expediency of appointing

An assistant to the manager to make work more
Efficient. F. forefront

____7. The bible is the anchorage of any good Christian. G. inactive

____8. The presenter’s sudden clap woke up the dormant

Listeners. H. inspired

____9. My physics teacher is imbued with the philosophy

Of Albert Einstein. I. something
that can be
relied on
____10. The unfair policies of the administration impelled
The workers to go on strike. J. injustice

K. incite

III. IDENTIFYING ASSERTIONS

Identify the following assertions of convention, fact, opinion, or preference.

________1. Social media is defined as the internet and mobile-based tools

and devices that facilitate the integration of technology,
telecommunications, and social interaction.

________2. Facebook is a cooler social media platform that Twitter.

________3. In 2021, there were 1.4 billion users of social media worldwide.

9
________4. Teachers should use social media in their lessons to get more
students interested.

________5. Another name of social media is “Web 2.0” because both terms
emphasize the social aspects of the internet as avenues for communication,
collaboration, and creative expressions.

________6. Many teenager’s present obsession with taking selfish shows

they are the most narcissistic generation.

________7. Social networks are the most distracting website on the internet.

________8. In the first quarter of 2014, nearly 300 million smartphone units
were sold all over the world.

________9. Parents ought to enforce stricter guidelines in social media to

safeguard their children’s privacy.

________10. Children are learning how to operate mobile devices at

increasingly younger ages; many of them have an idea of how to use a
touchscreen tablet before they are two.

10
 THANK YOU
AND
GOOD LUCK…

WEEK 3 – 5

UNIT II: THE WRITING PROCESS

 The writing process has the following general steps: pre – writing, writing, and
revising. The process can be further broken down into the following sequence:
 Discovering ideas by pre-writing.
 Finding an thesis statement;
 Developing a thesis statement with supporting details;
 Organizing the details using and online
 Writings paragraphs in the first draft;
 Revising the draft; and
 Editing and proofreading;

PRE – WRITING

 Pertains to different techniques that help you discover ideas before writing the
first draft.
 It is important to refrain from critiquing your ideas while they have not yet been
fully formed.
 It begins with knowing the kind of paper that you will be required to write. Look at
the keywords in the instructions.
 Determine the writing situation or the context of your assignment. The context
can be clarified by initially thinking about the purpose and audience of your
paper.
 Consider your purpose. This is the reason why you are writing. You begin to make
decisions about form, content, length, organization, support, and tone.
 Your audience is your target reader. You must recognize who your readers are
and anticipate their expectations, background, and knowledge of the topic.
 The topic is the subject or the specific issue that your paper will discuss. It is best
to always limit your topic, because if you write about a broad subject, your essay
will lack focus.
 The topic should be both related to the assignment and interesting to you.
 Consider the tone you plan to use. This refers to the attitudes and feelings you
want your writing to reflect toward your purpose, topic, audience, and yourself.
 You can choose your point of view (first, second, third), sentences structure (long
and short sentences), and chosen words (connotation and denotation)

USING PRE – WRITING STRATEGIES

11
 1. BRAINSTORMING
 One of the better and more popular methods of discovering your writing
topic.
 Begin at the top of a sheet of paper and list down everything that comes
into your mind as fast as you can for a certain amount of time.
 The aim of a brainstorming exercise is not to produce a logical flow of
ideas but to provide yourself with as many choices for your topic as
possible.

2. CLUSTERING OR MAPPING
 Start by writing a word or phrase at the center of the page and encircle
it; this becomes your main topic.
 Then think of other words and phrases related to that main topic, write
them down, encircle them, and draw lines connecting them to the main
topic. These become your subtopics.
 From there you cam branch off the subtopics with other supporting
ideas, or you can think of new subtopics related again to the main topic.

3. FREEWRITING
 It uses the force of narration to draw a stream of connected ideas out of
the writer’s mind.
 It is writing down your thoughts nonstop, in the exact order, language,
and form in that you think them.
 The key to using this method successfully is speed,; write as quickly as
you can to create constant momentum for your thoughts to keep on
flowing.

WRITING THESIS STATEMENTS

Thesis statement is the central idea of an essay, around which all other ideas
receive.
It is not just the most important idea; it also controls the essay by determining
what you should or should not include in your work.
It should reflects your purpose for writing. It is a constant reminder of your
main point and your stand, directing the entire flow of your writing.

FORMULATING A THESIS STATEMENT

 What main idea does most of my pre – writing support?

 What are the relationships that exist among my ideas?
 Which aspect of the topic seems to be given the most detail?
 Where does my stand seem to be the most consistent?
 What is the focus of the most interesting and significant points of my pre –
writing?
 What ideas should I do more research on?

12
CHARACTERISTICS OF AN EFFECTIVE THESIS STATEMENT

1. Responds to the assignment by following thesis statement;

2. Expresses the main idea in one to two sentences (comprehensive yet concise)
3. Focuses on a specific issue
4. States a strand on the topic
5. Says something meaningful by answering the questions: “So what?” “How?”
“Why?”
6. Previews the rest of the essay by being placed in the introduction
7. Reflects a tone and point – of – view appropriate to the identified purpose and
audience
GUIDELINES ON WRITING THESIS STATEMENTS

1. Avoid making overly – opinionated stands

2. Avoid making announcements
3. Avoid stating only facts

CREATING READING AND WRITING OUTLINES

DEFINING AN OUTLINE
OUTLINE
 It is a summary that gives the essential features of a text.
 It shows how the parts of a text are related to one another as part that
are of equal importance, or sections that are subordinate to main idea.

Two Kinds of Outlines:

1. Reading outline
2. Writing outline

CREATING A READING OUTLINE

1. Read the entire text first. Skim the text afterward. Having an overview of the
reading’s content will help you follow its structure better.
2. Locate the main idea or thesis of the whole essay.
 Look at the title
 Look for heading, if any
 Look for information that answers the question, “What is the text
talking about?”
3. Look for key phrases in each paragraph
4. Locate the topic sentence of each paragraph
5. Depending on the length of the text, look at the topic sentences and group those
with related ideas together. See if they describe a process or are examples.
6. To logically organize information, the contents of the reading are arranged
according to levels. A level refers to the number of ranks in the hierarchy of
information in the reading.
7. Evaluate the supporting details provided. These will be the third level of your
outline. Label these with Arabic numerals.

13
 8. Go back to the text after you have finished your outline. Check whether you
have followed its sequence closely and that you have not missed any important
information.

CREATING A WRITING OUTLINE

 A writing outline is a skeletal overview of your draft, which contains your

fundamental points and the different ideas that support them.
 An outline works like a map; it shows you where each of your ideas is placed in
your writing; how all of them together; and how each leads to the central idea
of your writing.
 It also determines the boundaries of your draft; how much of your subject you
will need to cover without lacking or exceeding in details.

SCRATCH OUTLINE
 A simple list of ideas that take the form of words and phrases.
 Scratch outline are good for their brevity.

SENTENCE OUTLINE
 Uses sentences to define the subject matter.
 Sentence outline are good for their specific detail.

14
 LORETO ACADEMY, INC.
Mabini St., Carmen, Loreto, Dinagat Islands

2ND SUMMATIVE TEST

NAME: _________________________________________ SCORE: _________________

I. APPLICATION
A. Use the pre – writing strategy specified in the parenthesis to narrow
down the several topics. Write your answers on a sheet of paper.

1. Prom (journal writing)

2. Summer vacation (mapping)
3. Pop music (brainstorming)
Chosen general subject: __________________________________________________
 Audience :
 Purpose :
 Tone :
 Point – of – view
 Second pre – writing strategy:

B. Write an appropriate thesis statement for each set of details below.

Identify a possible purpose and audience for the thesis statement.

1. Thesis statement: ____________________________________________________

a. The Association of Southeast Asian Nations (ASEAN) Integration will
improve the economy of Southeast Asian countries.
b. The ASEAN Integration will increase tourism in different parts of
Southeast Asia.
c. The ASEAN Integration will promote diplomatic ties among the nations.
Purpose: ___________________________________________________________
Audience: __________________________________________________________

2. Thesis statement: ____________________________________________________

15
 a. High school stereotypes do not account for differences in students’
personalities.
b. They reinforce unrealistic ideals that students struggle to achieve.
c. They force students to label one another.
Purpose: ___________________________________________________________
Audience: __________________________________________________________

3. Thesis statement: ____________________________________________________

a. E-books strain our eyes when we read them for a long time on a mobile
device.
b. E-books cannot be read when our devices run out of battery.
c. E-books do not hold our attention in the same way traditional books do.
Purpose:
_____________________________________________________________
Audience:
____________________________________________________________

II. EXERCISES

Read the thesis statement below. Check if the thesis statement is effective. If
not, identify the flaw by writing (A) for announcement, (O) for opinion, and
(F) for fact. Then change the statement into thesis statement.

1. In this essay, I am going to write about the advantages of wearing uniforms.

2. The President should resign because he is useless.
3. Schools should continue starting in June instead of August because going to
school in the heat of the summer will be unhealthy for students.
4. This paper will be about the pros and cons of adapting books into movies.
5. Education is the solution to poverty.

16
 GOOD LUCK
AND
GOD BLESS!!!

WEEK 6

DEFINING PARAGRAPHS

PARAGRAPH
 A group of sentences that deals with one particular idea.
 It is defined by the point that they support, the controlling idea, and not just
how long they are.

Topic Sentence
It tells the reader the main idea of your paragraph. It reveals what you
generally plan to propose, argue, or explain.
The topic sentence can be found anywhere in the paragraph: in the
beginning, at the end, or in the middle.
A topic sentence can be explicit, or clearly states the ideas that will be
elaborated in the paragraph.
A topic sentence can also be implied, if there is a clear controlling idea of
what the paragraph is about.
 Every paragraph needs supporting details to elaborate on the topic sentence.
These supporting details may range from facts, examples, or instances.

CHARACTERISTICS OF AN EFFECTIVE PARAGRAPH

1. UNITY
 The sentences in the paragraph are related to the topic sentence. The
whole paragraph should begin and end with one focus only.
 Each of the details should have clear and consistent connection to the
topic sentence.

2. ADEQUATE DEVELOPMENT
 The topic sentence in the paragraph should be elaborated on using
concrete evidence, different examples, relevant facts, and specific details.

3. COHERENCE

17
  The sentences are arranged in a logical manner, making them easily
understood by the reader.
 Cohesion is achieved when ideas flow smoothly within and between
paragraphs.
 Paragraph can become coherent through the use of logical order and
signal devices.
a. CHRONOLOGICAL ORDER, the details are arranged in order
in which they happened.
b. SPATIAL ARRANGEMENT, the sentences of a paragraph are
arranged according to geographical location, such as left to right
or up to down etc.
c. EMPHATIC ORDER, when the information found in a
paragraph is arranged to emphasize certain points depending on
the writer’s purpose.

4. SIGNAL DEVICES
 Words that give the readers an idea of how the points in your paragraph
are progressing.

EXAMPLES OF SIGNAL DEVICES:

1. TRANSITIONS (these are words and phrases that connect one idea to
another)
a. Time (first, immediately, afterward, before, at the same time, after,
earlier, simultaneously, finally, next, in the meantime, later,
eventually, then, meanwhile, now, subsequently, etc.)
b. Sequence (moreover, furthermore, next, also, finally, last, another,
first, second, third, besides, additionally, etc.)
c. Space (above, next to, below, behind, beside, etc.)
d. Illustration (for instance, specifically, for example, namely, in this
case, to illustrate, etc.)
e. Comparison (similarly, also, in the same way, still, likewise, in
comparison to, etc.)
f. Contrast (but, despite, however, even though, yet, on the other hand,
although, on the contrary, otherwise, conversely, etc.)
g. Cause and Effect (because, as a result, consequently, then, so, since,
etc.)
h. Conclusion (thus, therefore, in conclusion, in short, etc.)

2. REPETITIONS (repetitions of main ideas keep continuity and highlight

important ideas)

3. SYNONYMS (these are words similar in meaning to important words or

phrases that prevent tedious repetitions)

4. PRONOUNS (words that connect readers to the original word that the
pronouns replace)

5. PARALLELISM (using similar sentence structure)

18
DEFINING REVISION AND EDITING

REVISION
 The general process of going back through your whole draft, from start to end,
and improving on or clarifying your writing subject’s meaning.
 This include adding in, taking out, moving around, and polishing certain parts
of your draft to make it much more understandable and easier for reading.
 Revision focuses on the bigger picture of your draft so you can resolve any
significant issues on content that may have otherwise been hidden while you
were writing.

EDITING
 Sometimes known as proofreading, is the more meticulous process of clarifying
meaning by revising each word and line of your draft.
 This includes grammatical principles such as subject-verb agreement, verb
tense, noun and pronoun usage, prepositions, sentence transitions, and verb
tense; and typographical matters such as punctuation, spelling, and
capitalization.
 Editing focuses on its finer details, making sure every word contributes precise
meaning to your writing subject.

19
20
 LORETO ACADEMY, INC.
Mabini St., Carmen, Loreto, Dinagat Islands

3RD SUMMATIVE TEST

NAME: _________________________________________ SCORE: _________________

DIRECTION: Answer the following questions on a sheet of paper. Do not write

anything on the modules.

EXERCISES:
A. Below are lists of words which form parts of main ideas. Provide each group
with a main idea/general topic that includes all the terms in the set subtopic.
1. Subtopic: Twitter, Facebook, Instagram, Tumblr
General topic: ________________________________
2. Subtopic: Ondoy, Yolanda, Sendong, Milenyo
General topic: ________________________________
3. Subtopic: University of the Philippines, Ateneo de Manila University, De La
Salle University, University of Santo Tomas
General topic: ________________________________
4. Subtopic: Biology, Chemistry, Physics, Geology
General topic: ________________________________
5. Subtopic: Harry Potter, Hunger Games, Lemony Snicket, Divergent
General Topic: _______________________________

B. Below is a list of topics that could serve as main ideas. Provide each main idea
with the possible subtopics that relate to the main idea as examples, stages or
steps, or parts.
1. Main Idea: The process of photosynthesis
Subtopics: ___________________________________
2. Main Idea: The events leading up to the Philippine revolution against Spain
Subtopics: ___________________________________
3. Main Idea: The parts of a Basketball
Subtopics: ___________________________________
4. Main Idea: The people that became famous through You Tube
Subtopics: ___________________________________
5. Main Idea: The applications on a smartphone useful in your studies
Subtopics: ___________________________________

21
C. Below is a group of jumbled topics that are parts of complete three level
outlines including a title, main ideas, and subordinate ideas. Rewrite the entire
outline by sorting out these items, taking care that you classify all pertinent
subtopics under their proper main headings and arranging the entire outline in
the best order.
 Eat nearly twice weight
 Windbreaks
 3-oz. to 5 1/2 oz. ratio in birds
 Birds as Insects Controllers
 How birds help
 Shrub buffers
 Living fences
 Vegetation
 Farm ponds
 10-lb. to 18 1/3 lb. ratio in humans
 How environment helps
 Have high metabolism helps
 Water
 Grass waterways

D. Write an appropriate topic sentence for a paragraph that has the following
supporting details:
1. Topic sentence: _______________________________________
 Visiting the National Museum
 Having a picnic at Luneta Park
 Watching the sunset at Manila Bay
2. Topic sentence: _______________________________________
 Cats do not need as much attention as dogs.
 Cats are more conscious of their own hygiene and lick themselves.
 Cat’s help get rid of pests like cockroaches and mice.
3. Topic sentence: _______________________________________
 Investment in a better train system will decongest roads.
 It will also lessen urban pollution.
 A better train system will increase passenger safety.

THANK YOU
AND
GOD BLESS!!!

22
WEEK 7 & 8 (READING AND WRITING)

NARRATIVE WRITING

 A form of writing in which you tell a story about yourself or someone else. If
you are writing about yourself, the piece is called a personal narrative.
 This might be an anecdote, a brief story about something that happened to you.
Or it could be an autobiography, the story of your life.
 A narrative essay is a way for you to tell a story about real people – people
yourself or someone you know.
 A fictional story is a kind of narrative writing, too. In a fictional story, you
make up the people and the events that happen to them.

ELEMENTS OF NARRATIVE WRITING

1. TIME ORDER
 When you right a narrative, you can tell about the events in the order in
which they happened.
 Time order is good way to organize a narrative. It makes the story easy
to understand.

2. POINT OF VIEW
 You can write a narrative from different points of view. When you write
a personal narrative, use the first- person point of view. This means that
you refer to yourself by using the pronouns I, me, my, or mine.
 When you write a narrative about someone else, use the third – person
point of view. This means that you refer to the people in the narrative by
using the pronouns she, her, and hers; he, him, and his; and they, them,
and theirs.

3. SUPPORTING DETAILS
 A piece of narrative writing has one or more paragraphs. Each
paragraph has a topic sentence that states the main idea.
 Other sentences in the paragraph contain supporting details that relate
to the main idea.
 Good supporting details make your narrative clearer and more
interesting. They can help your reader understand why things happened
and how you feel about them.
 Supporting details do this by answering the questions who? What
happened? Where? When? Why? And how?

DESCRIPTIVE WRITING

 A writing that describes a person, place, or things for a reader. When you write
a description, you create a clear picture in the reader’s mind. You want your
reader to see, hear, feel, smell, or taste exactly what you did. You want your
reader to experience what you did. To do that you use all your senses, your
memory, and sometimes your imagination to make a picture with your words.

23
ELEMENTS OF DESCRIPTIVE WRITING

1. DESCRIPTIVE DETAILS
 You can create a word picture by including descriptive details when you
write. Begin with details you can see, such as shape, color, and size.

2. PRECISE WORDS
 Writers use precise words to draw a word picture. Vague, general words
may have different meanings for different readers. Ask yourself if a
more precise word could help your reader see exactly what you mean.

3. SENSORY DETAILS
 Another way to create word pictures in descriptive writing is to use
words that appeal to the five senses: sight, hearing, smell, taste, and
touch.
 Words that help the reader see, hear, smell, taste, or feel exactly what
you did.
 Sensory details make descriptions come alive.

4. FIGURATIVE LANGUAGE
 When you describe exactly how something looks, tastes, feels, smells, or
sounds, you are using literal language.
 Sometimes you may find it useful to describe something by comparing it
to another thing that is every different.
 It can make your writing more interesting. Here are three ways to make
figurative comparisons.

EXAMPLE:
1. Use like or as.
Literal: she was upset.
Figurative: she cried like a baby.

2. Say that something is something else.

Literal: the snow covered the field.
Figurative: the snow was a soft white blanket.

3. Give human qualities to things that are not human.

Literal: The rain fell on my face.
Figurative: the rain caressed my face.

EXPOSITORY WRITING

 Expository writing informs or explains.

 You use expository writing to make an idea or situation easier to understand.
 It is especially useful when you want to explain a complicated idea.
 Explaining why you believe in something is an example of expository writing.

24
 Here three ways writers explain an idea in an expository essay.
1. Define the word that names the idea.
 A friend is someone who is attached to another by affection.
2. Illustrate an idea by giving a specific example.
 Calvin’s friend John drove him to work every morning for eight years.
3. Classify, or group similar types together.
 Some people are acquaintances, others are good- time buddies, and then
there are friends.

ELEMENTS OF EXPOSITORY WRITING

1. CONNECTING WORDS AND PHRASES

 Good expository writing moves from one idea to the next in a way that
makes sense.
 If you’re writing flows smoothly in this way, readers do not have to go
back and reread to figure out what you mean.

 After a while first (second, etc.) however still

 Also for example in addition then
 As a result for instance later therefore
 Besides further next what is more

2. CONNECTING WORDS FOR STYLE

 There is no one “right” word or phrase to use when connecting ideas in
your expository writing.
 Pick the one that best joins your ideas and makes your point. The word
you choose help create your writing style – your own special way of
putting your ideas on paper.

3. EXPANDING YOUR VOCABULARY WITH SYNONYMS

 The purpose of an expository essay is to explain something. When you
speak, have a chance to explain what you meant. But when you write,
you do not have a second chance. Therefore, you want to choose words
carefully so that your meaning is clear to the readers.
 The word thesaurus comes from Latin word meaning “storehouse of
knowledge. Unlike a dictionary, a thesaurus does not give meanings or
trace a word’s past. Instead, it has lists of synonyms, or words that have
same meaning. It has antonyms, or words that have the opposite
meaning.

4. CHOOSING THE BEST SYNONYM

 Words have varied shades of meaning. For instance, there are many
words that mean “to hit”. Although bump and smash both mean “to
hit,”

25
 Smash suggests a harder action that may be more painful. When you
write, use the word that says exactly what you want to say.

5. POINT OF VIEW
 In expository writing you can write from different points of view. This
shows how to choose and use points of view:
Point of View
If you are writing…. Use…
 As yourself or about yourself - I (I am special.)
 To someone - you (You are special.)
 About someone - he, she, or they (He is special.)
 As a member - we (We are special.)

6. POLISHING YOUR WORK

 Your expository writing does not end with your first draft. If you want
to make your writing shine, you must take time to polish your work.
Check for correct spelling and punctuation. Be sure no letters or words
were left out. To polish your work, ask yourself these questions:
1. Does each sentence begin with a capital letter?
2. Does each proper noun begin with a capital letter?
3. Does each sentence end with a period or question mark?
4. Is each word spelled correctly?

PERSUASIVE WRITING

 Persuasive writing shows your readers your side of an issue, why they should
agree with it, or why they should take a certain action.
 First, you state your position clearly. Then give facts, opinions, or reasons that
support it. You must back up your opinion with specific details so the reader
knows why you feel the way you do.
 Persuasive writing may appeal to readers’ reason, to their emotions, or to their
sense of right and wrong. A good piece of persuasive writing might appeal to all
thee.

ELEMENTS OF PERSUASIVE WRITING

1. USING CONNECTING WORDS

 Your opinion will make more sense to your reader if your ideas are
connected. As you saw in the previews section on expository writing,
connecting words join your ideas and help your writing flow smoothly.
 Therefore Finally So In summary
 In brief As a result whenever After

26
2. WRITING COMPARE AND CONTRAST
 You can help persuade your readers to agree with your opinion by
writing sentences that compare and contrast. To compare is to show how
things are the same. To contrast is to show how things are not the same.

3. USING SPECIFIC AND FRESH LANGUAGE

 It is important in all you’re writing to choose your words with care.
 In descriptive writing you learned that precise words create an
interesting word picture.
 In persuasive writing, specific words help you persuade your reader that
your belief or opinion has value. By using specific words, you help your
reader understand your way of thinking.

4. SUPPORTING THE MAIN IDEA

 In a persuasive piece you want the reader to agree with your main point.
Therefore, you support it by giving facts, opinions, and reasons.
FACTS
 A fact is a statement that is true. The writer can prove the statement is
true by giving examples. Writers often use facts to support the main idea
of an essay.

OPINIONS
 An opinion is a point or belief that cannot always be proved. Writers use
opinions as well as facts to support their main ideas. Good writers back
up their opinions with reasons or logic.

REASONS
 Your opinions should be supported with logical reasons. Avoid the
following three kinds of false reasoning:
A. Jumping to Conclusions: Sometimes a writer reaches a decision without
having enough facts.
B. Quoting False Experts: If you rely on experts who are not qualified to
support your opinions, your proof will be false.
C. Mistaking Cause and Effect: A cause is the reason things happen. The
result of a cause is an effect. If you cannot prove that a reason (cause)
results in a specific outcome (effect), your belief is not supported.

27
 LORETO ACADEMY, INC.
Mabini St., Carmen, Loreto, Dinagat Islands

4TH SUMMATIVE TEST

NAME: _________________________________________ SCORE: _________________

I. SEQUENCING
Direction: Put each lists of events in time order. Number the first event 1,
the second 2, and so on. Write your answer on a sheet of paper. Do not write
on the modules.

1. ___________ a. Griffin swatted wildly at the wasp.

___________ b. The car jumped the curb and knocked over a hot dog cart.
___________ c. Fortunately, no one was hurt.
___________ d. Griffin carefully backed his car out of the driveway.
___________ e. As Griffin drove out, a large wasp flew into the car.

2. ___________ a. A week later she called on the telephone to follow up on her

letter.
___________ b. Rosa looked for a job in the Help Wanted section of the
newspaper.
___________ c. First she wrote a letter of application and mailed it with her
resume.
___________ d. Next she went to the library to research the company.
___________ e. She saw an ad in the paper for a job opening at Blakely
Insurance.

II. FILL IN THE BLANKS

Direction: Write the correct pronouns to complete this paragraph from the
first-person point of view. Copy and answer on a sheet of paper.

_______ (I, He) left in September for overseas duty knowing that
__________ (her, my) wife was going to have twins. Imagine ________ (my,

28
 their) surprise when the telegram came telling __________ (her, me) that
_________ (she, I) was the proud father of triplets.

III. MATCHING TYPE

Direction: Match each supporting detail with the question it answers. Write
the letter of your answer on a sheet of paper.

Topic Sentence: Going camping was a humbling experience.

1. I went as one of the parent a. Where did you go?
leaders for my son’s school
camping trip.
2. We left the city at noon b. Why was this a humbling
on Friday. Experience?
3. The campground near c. Why did you go camping?
the lake was called Whispering
pines.
4. That night I could not sleep. d. What happened on the camping
the sounds of trees and animals trip?
“whispering” kept this city boy
awake all night.
5. I was so tired the next day that e. When did you go camping?
all the other boys made fun of me?

IV. CONNECTING WORDS AND PHRASES

Direction: Write one connecting word or phrase from the box above to link
each set of ideas. Copy and write it on a sheet of paper.

1. I am not going out today with my bad cold. ____________. It is raining.

2. Mika made dinner._____________, he washed the dishes.
3. Frances studied hard for the GED. __________, she passed the exam.
4. Julio put an ad in the paper.____________, he put signs on the bulletin board at
work.
5. The storm damaged the roof. ____________, it could have been worse.
6. Hong’s mother is ill. ____________, he is flying to visit her.
7. Mei Lee worked hard. ____________, she got a raise.

V. CHOOSING THE BEST SYNONYM

Direction: Each line has four words. There are synonyms; one word does
not belong. Write the word that is not a synonym for the others. Write it on
a sheet of paper.

1. Careless hasty rushed neat

2. Still racket hushed quiet
3. Mansion cabin hut cottage
4. Decrease explore survey probe
5. Stony rigid steely gentle
6. Yearn crave scorn wish

29
THANK YOU
AND
GOD BLESS!!!

30