English-8 LAS Q4
English-8 LAS Q4
English-8 LAS Q4
Writers use words, phrases, expressions, and grammatical structures to signal a specific
meaning.
As a reader, these signals help us determine patterns of idea development and so aid us to
understand texts better. As a writer, we can build and communicate our ideas effectively if we use
these signals appropriately.
Activity 1. Read the following sentences. Identify the pattern of idea development used. Choose
your answer inside the box. Write your answer on the space before the number and encircle the
signal word/s that helped you in the identification.
_______________ 2. Decide on your topic. Turn your list of subject areas into a list of topics. For
example, a topic about cooking may include how to be a chef, to invent your signature recipe, or
Filipino-Chinese cuisine.
_______________ 3. The issue is, Filipinos are faced with the grave issue on pollution. Garbage
disposal is not organized, lakes die, and factories emit smoke without care. I am writing this article
to encourage you to segregate your garbage at home and when you are outside, to throw your
trash in the proper trash cans.
_______________ 4. The family had health problems because of poor nutrition and sanitation.
3. Now that you have identified the virus infection, (Problem and solution) ________________
that we don’t have antivirus software available at the moment!
Activity 2. Complete the sentence by using grammatical signals or expressions for idea
development.
2. (General to Particular) Many countries, _____________________ Mexico and Japan have a lot
of earthquakes.
3.(Claim and Counterclaim) _______________________ that God has the power to stop the
virus.
4.(Problem and solution) _______________________ that the poor don’t have enough money to
afford the food . The Government launched a “program for work” in order for them to raise their
income.
_________________________________________________________________.
_________________________________________________________________
Note: See the attached Informative Essay on Mental Health using Primary and Secondary
Sources
Activity 2: Expand the outline using notes from primary and secondary sources: Enclose
the sources used with parenthesis.
Topic: Covid 19
I - Introduction:
Covid 19 is ______________________________________________
____________________________________________________________.
II - Body:
III- Conclusion:
______________________________________________________________
. ______________________________________________________________
Attachment:
Introduction
We know from mortality statistics that over the last century human life expectancy has increased
as never before – though not always for the poor of the planet, who are still easy prey to the usual
killers. Using instruments such as the DALY (disability-adjusted life year) we can shift the focus
from how people are dying to how they are living. What the DALY does is to quantify not only the
number of deaths but also the impact of premature death and disability on a population, combining
them into a single unit of measurement of the overall burden of disease.
Body
A demonstration project in China has shown that simple family interventions in combination with
psychotropic drugs can substantially reduce the cost of treatment for schizophrenia. Psychosocial
rehabilitation programs can help persons with severe mental disorders such as schizophrenia to
become productive members of society.
While there is no cure for dementia, there are inexpensive and culture-sensitive interventions that
can help families and communities to provide better care for those affected with this disorder.
Conclusion
In short, mental health depends on some measure of social justice; and mental illness, given its
scale, must be treated at primary level where possible. Much of the preventive work will be in the
area of poverty reduction and conflict resolution, while the approaches discussed in this issue of
the Bulletin should help to stem the rise of this health hazard in the 21st century.
What is Synthesis?
Synthesis writing is a form of analysis related to comparison, contrast, classification, division, and
arrangement. On a basic level, synthesis requires the writer to pull together two or more
summaries, looking for themes in each text. In synthesis, you search for the links between various
materials to make your point. In synthesis, you search for the links between various materials in
order to make your point. Where do sources overlap? In what ideas or methods do they diverge?
What is missing from the field of research that should be there? Most advanced academic writing,
including literature reviews, relies heavily on synthesis.
Unsynthesized Example
Franz (2008) studied undergraduate online students. He looked at 17 females and 18
males and found that none of them liked APA. According to Franz, the evidence suggested that
all students are reluctant to learn citations style. Perez (2010) also studies undergraduate
students. She looked at 42 females and 50 males and found that males were significantly more
inclined to use citation software (p < .05). Findings suggest that females might graduate sooner.
Goldstein (2012) looked at British undergraduates. Among a sample of 50, all females, all
confident in their abilities to cite and were eager to write their dissertations.
Synthesized Example
Studies of undergraduate students reveal conflicting conclusions regarding
relationships between advanced scholarly study and citation efficacy. Although Franz (2008)
found that no participants enjoyed learning citation style, Goldstein (2012) determined in a larger
study that all participants watched felt comfortable citing sources, suggesting that variables
among participant and control group populations must be examined more closely. Although
Perez (2010) expanded on Franz's original study with a larger, more diverse sample...
Source Used with Permission: The Chicago School
Identify the key ideas used by the author(s) to support these points.
Restate the ideas in your own words. Try closing your book temporarily while you sketch out the first
draft of these ideas.
Make it brief. In a short paper, try to summarize the main points in two to three sentences or less.
Remember that summary is intended only to provide background for your analysis of the links and
patterns that connect the texts.
Put a lot of information your audience needs.
Name: _____________________________Grade & Section:______________Date:___________
Note: Please see attached file of this LAS for better understanding and explanation. How
to Synthesize
This is a step-by-step guide to synthesizing materials
from a number of different sources:
1. You should begin by brainstorming your ideas on
the topic.
2. Then read relevant material.
3. Make notes on key points from this material.
4. Then create a summary for each text.
5. Identity common ideas and differences between the texts.
6. From all of this information you now synthesize or write a new text.
Synthesizing Checklist
When you have finished synthesizing a topic read over the checklist below. Have you completed
each step? If so, you have successfully synthesized your material!
1. Brainstorm 2. Read relevant material
3. Make notes 4. Identify common ideas/differences
5. Summarize each text 6. Write new text Note:
Don’t forget to cite (reference) all the sources used.
Activity 1: Complete me.
Directions: Complete the given statements about synthesizing. Choose your answer from the box.
1. Remember to always use your own voice and to _____________ the ideas and words of others.
2. Record ___________________ details of the text. You will need these later for your
bibliography or reference list.
3. You need to separate facts from _______________________.
4. Think about the information and ______________________ where it fits in with the argument
(essay, report, review etc) you are developing.
5. A ___________________is a new product that brings together previously acquired information
according to your organizational scheme.
6. Synthesizing is one part of the bigger picture of using academic and __________ thinking
skills effectively.
7. A is _________________ similar to a paraphrase in that you must use your own (words) voice
and sentence structure.
8. Identity common ideas and ______________________between the texts.
9. You should begin ______________________ by your ideas on the topic.
10. Jotting down any idea, facts, _______________or phrases that come to mind.
LEARNING ACTIVITY SHEETS ATTACHMENTS
Note: This attachment is intended for reading purposes only. Please do not copy.
Attachment 1
Step 1. Brainstorming
Brainstorming involves:
• Thinking about what you already know about the topic.
• Jotting down any idea, facts, connections or phrases that come to mind.
• Reading the question several times to get as much out of it as possible.
• Thinking hard about what you already know about the question and its key words.
Step 2. Read all relevant material As you are doing this:
• Record bibliographic details of the text. You will need these later for your bibliography or
reference list.
• Always keep your question in mind so that you select material relevant to your topic.
• The length of your assignment is also important to remember in terms of what information you
should keep and what is unnecessary or simply won’t fit into this assignment.
Step 3. Notes-making
When you are doing this:
• Always make notes with your question and thesis statement in mind.
• Organize them into a logical order that you will be able to follow easily later on.
• Try to make notes in your own words as this will help you to process and remember the material
more effectively. Using your own words in this way is called paraphrasing, while copying down a
statement exactly is quoting. Don’t forget to include references for your notes as well from the
original sources.
Step 4. Summarizing
After this, you need to convert your notes into short summaries. Your summaries should be no
longer than a paragraph or short list of points for each page of notes. When making your
summary, read over your notes and then convert the main ideas into simple sentences in your own
words. Note that...
• A summary is similar to a paraphrase in that you must use your own (words) voice and sentence
structure.
• However, it is different from a paraphrase in that it must be shorter than the original text.
Step 5. Identify Common Ideas
The next stage requires you to find ideas that are common or different in several texts. A helpful
approach to this step is to always have your own ideas about the topic in mind first. Then look at
different texts. Do they take the same approach to that idea or information? How are they different
to each other and to your approach? Identify common ideas by:
• Reading a further two texts.
• Writing IN YOUR OWN VOICE the main ideas from the texts and sorting into a logical order
• Identifying similar ideas and differences.
Step 6. Synthesize!
The final stage requires you to synthesize or put all of this information together into a new piece of
information. Using your summaries, as well as your own ideas about the topic as a whole, write 1-
2 pages on the topic. This synthesis should be a fresh look at the topic. It pulls together all of the
information you have gained from your reading from a number of sources and makes it your own.
However, don’t forget to include citations for the ideas of others as they are woven into your
synthesis. This will ensure you don’t plagiarize.
Specifically:
• Write your new article
• A synthesis is a new product that brings together previously acquired information according to
your organizational scheme.
• Don’t forget to include citations for the ideas of others.
Here is a chart of the transitional devices (also called conjunctive adverbs or adverbial
conjunctions) accompanied with a simplified definition of function (note that some devices appear
with more than one definition)
addition again, also, and, and then, besides, equally important, finally, first,
further, furthermore, in addition, in the first place, last, moreover, next,
second, still, too
comparison also, in the same way, likewise, similarly
contrast although, and yet, at the same time, but at the same time, despite that,
even so, even though, for all that, however, in contrast, in spite of,
instead, nevertheless, notwithstanding, on the contrary, on the other
hand, otherwise, regardless, still, though, yet
emphasis certainly, indeed, in fact, of course
Example or after all, as an illustration, even, for example, for instance, in conclusion,
illustration indeed, in fact, in other words, in short, it is true, of course, namely,
specifically, that is, to illustrate, thus, truly
summary all in all, altogether, as has been said, finally, in brief, in conclusion, in
other words, in particular, in short, in simpler terms, in summary, on the
whole, that is, therefore
time sequence after a while, afterward, again, also, and then, as long as, at last, at
length, at that time, before, besides, earlier, eventually, finally, formerly,
further, furthermore, in addition, in the first place, in the past, last, lately,
meanwhile, moreover, next, now, presently, second, shortly,
simultaneously, since,
As a beginner, you should always bear in mind that your ideas are expressed fully when
your paragraph is written cohesively. To attain this, paragraph must possess the three basic
qualities of unity, coherence and emphasis.
a. Unity- implies oneness and harmony of all parts of the paragraph. The tense, voice,
number, person of verbs help attain unity and develop the central idea of the paragraph.
c. Emphasis- refers to construction of sentences which shows the important and subordinate
content of the paragraph. It is attained by various ways such as repetition, parallelism, proportion,
position and climactic order.
Note: This attachment is intended for reading purposes only. Please do not copy.
The following paragraph illustrates this pattern of organization. In this paragraph the topic
sentence and concluding sentence (CAPITALIZED) both help the reader keep the paragraph’s
main point in mind.
b. QUESTION
Global climate change is a crisis that affects everyone, rich and poor, young and old. From rising
ocean levels to increased temperature extremes, the world is changing for everyone. How will your
life be different in the coming years?
c. QUOTATION
William James once said, “Act as though what you do makes a difference. It does.” It
seems as if many people do not understand how their actions affect others. This is also true about
citizenship. The actions of a good citizenship are like a rock being thrown into a pond. The ripples
spread out, causing other people to become good citizens.” Being a good citizen means
demonstrating obedience for laws, showing respect, and exhibiting cooperation within one’s
community.
A. What’s New?
As a writer, it is important to arrange your ideas in a text according to your purpose in writing. Are
you narrating an event, giving explanation, exposing personal recount? Your purpose suggests a
method of organization or logical arrangement known as the pattern of development. It could be
a way of logically organizing the whole text or a just an individual paragraph.
B. What Is It?
One of the most important elements in writing is the form or structure. It is worth noting that
without a solid structure in place, the content you have gathered would fall apart. After constructing
an outline and writing your first draft, it is time to get on to paragraph writing.
An effective paragraph shows the unity of the sentences used in developing the main idea. A
paragraph is made up of the topic sentence which contains the main idea, the supporting
details and the conclusion or the clinching sentence at the end.
Text Types
1. Narrative paragraph simply tells what happened and establishes facts. It is sharing of
personal experiences that offer lessons and insights. It is more than just a chronological
sequence of events that happen to the different characters. It also contains elements of
drama and tension.
2. Expository paragraph, you give information. You explain a subject, give directions, or
show how something happens. In expository writing, linking words like first, second, then, and
finally are usually used to help readers follow the ideas.
3. Personal Recount retells an activity the writer has been personally involved in and may be
used to build the relationship between the writer and the reader e.g. anecdote, diary journal,
personal letter. These usually retell an event that the writer was personally involved in.
5. Persuasive paragraph tries to convince the reader that a particular point of view is worthy
of consideration. It wants you to consider both sides of an issue, but it reveals a bias in favor of
one side over another.
A persuasive paragraph intends to convince readers to do or believe in something.
C. Learning Activities
Direction: Encircle the letter of your chosen answer.
1. This is a collection of related sentences with one central idea.
a. sentence b. paragraph c. fragment
2. Expository writing does____
a. display an information b. tells a story c. convince an idea
Here is the perfect system for cleaning your room. First, move all of the items that do not have a proper
place to the center of the room. Get rid of at least five things that you have not used within the last year.
Take out all of the trash, and place all of the dirty dishes in the kitchen sink. Now find a location for each of
the items you had placed in the center of the room. 5s is a Japanese cleaning system. For any remaining
items, see if you can squeeze them in under your bed or stuff them into the back of your closet. See, that
was easy!
a. expository b. persuasive c. narrative
Whenever you speak in public, it is really a multimedia experience for the audience. Not only does
the audience listen to the speech, but they also get to see you in action. And, if the speaker uses
visual aids, such as demonstration objects, charts, or PowerPoint slides, the audience receives
other visual stimuli as well. How you put a speech presentation together is what will set you apart
from those who give an “adequate ” speech.
The easiest approach to speech delivery is not always the best. Substantial work goes into the
careful preparation of an interesting and ethical message, so it is understandable that students
may have the impulse to avoid “messing it up” by simply reading it word for word.
B. What Is It?
13. Look interested in your topic. Show your enthusiasm, sincerity, commitment.
14. Use gesture and movement naturally to describe things, underscore transitions and
emphasize points. Use your body expressively and meaningfully.
15. Remember the 3 Es of Effective Delivery: Energy, Eye Contact and Expression!
C. Learning Activities
1. Watch the evening news. Observe the differences between news anchors using a
TelePrompTer and interviewees who are using no notes of any kind. What differences do
you observe?
2. Record a 5-minute self-composed speech and pass it via messenger.
Categories to be considered:
Organization:
Delivery:
1. Audience Orientation: Rate (2-5) _______________________
Speaker was audience-centered, adapted to the listeners and maintained the appropriate time
limit.