Reading & Writing 11 | Q3

LESSON 1: Text as Connected Discourse Reading & Writing Skills, 3rd Quarter 11 || STEM || Second Semester

Linguistics

The scientific study of human language

Linguistics

Concerned with how language is formed and how it works

Linguistics

Concerned with the relationship between language and cognition, society, and history

Language

A complex structure built up of smaller units connected to each other

Sentences

Largest unit in linguistics that shows grammatical structure

Sentences

Made by combining the correct words based on the rules of grammar

Discourse

• A unit larger than sentences

• Has a structural pattern that holds more meaning than a sentence

Discourse

Source of information about people’s experiences, attitudes, feelings, beliefs, and practices

Discourse

Made up of utterances having the property of coherence

Text

Made of signs and symbols systematized by grammar and organized in logical language to properly present the intended message

Text

• Units primarily concerned with structuring and conveying complex information

• Usually written, can be anything that is documented

Text

Made up of sentences having the property of grammatical cohesion

Text

• structured to convey complex information

• structurally cohesive

• relies on context and connection to be interpreted

Structural Cohesion

One of the formal clues that tells us that a sequence of sentences is a text

Cameron and Panovic

He notes that Structural Cohesion is what is lost or at least obscured when the order of the sentence is reversed

Structural Cohesion

what is lost or at least obscured when the order of the sentence is reverse

Morphology

The study of words, how they are formed, and their relationship to other words in the same language

Morpheme

The smallest grammatical unit within the language

morphe, shape/form

Morpheme comes from the greek word ___ which means?

• Free Morpheme

• Bound Morpheme

Types of Morphemes

Free Morpheme

Carry a semantic meaning on its own and does not require a prefix/suffix to give it meaning

Bound Morpheme

Cannot stand alone but must be bound to other morphemes like -s, un-, and -y

• Derivational Morphemes

• Inflectional Morphemes

Subtypes of Bound Morpheme

Derivational Morphemes

Change the meaning or the part of speech of a word

(ex: un- which gives a negative meaning of the word)

Inflectional Morphemes

Add grammatical information to the word

(ex: add -s to make it plural)

Context Clues

Words, phrases, and sentences that surround an unfamiliar word and help recognize the meaning of an unknown word

Reading

A cognitive process of decoding symbols to derive meaning from a text

Reading

Allows to access information, ideas, and stories that can broaden our understanding of the world

Reading

Improves understanding of grammar, vocabulary, and sentence structure

• Skimming

• Scanning

• Intensive Reading

• Extensive Reading

Types of Reading Technique

Skimming

Sometimes referred to as gist reading, means going through the text to grasp the main idea

Scanning

The reader scuttles across sentences to get a particular piece of information

Scanning

The technique of rejecting or ignoring irrelevant information from the text to locate a specific piece of information

Intensive Reading

Involves close reading that aims at the accuracy of comprehension

Extensive Reading

Lays more emphasis on fluency and less on accuracy

Extensive Reading

Involves reading for pleasure and is more of an out-of-classroom activity

Writing

• Any conventional system of marks or signs that represents the utterances of a language

• Renders language visible

Writing

Process of using symbols, letters, punctuation, and spaces to communicate thoughts and ideas in a readable form

Writing

A medium of human communication that involves the representation of a language with symbols.

Patterns of Development

Logical arrangement of ideas which helps follow ideas easily and understand a text better.

Narration

A sequence of events, not necessarily in chronological orde, told by a narrator, happening in a particular place at a particular time

Narration

Revisiting a world based on the author’s memory

Definition

Helps clarify and explain concepts by answering the question “What does it mean?”

Definition

Explains information through the use of illustrations, examples, and desccriptions

Exemplification

Presents the general statement and then provides specific and concrete examples to expound on the main idea

Exemplification

Used to provide an example of something

Description

Provides details on the idea by using either a sensory or spatial pattern

Sensory Pattern

Through this, ideas are arranged based on one or all of the five senses

Spatial Pattern

Ideas are arranged by location or physical space

Comparison and Contrast

Organizes ideas based on how the events, places, people, things, and concepts are similar to or different from one another

• two ways on how ideas can be arranged are separately and side-by-side

Classification and Division

Organizes ideas into categories or divisions based on criteria and standards

Classification and Division

Used when classifying people, things, places, and other tiems

Cause and Effect

Organizes details based on the cause, the reason, and the result or consequences of a certain phenomenon

Problem-Solution

Organizes ideas into problems and proposed solutions

problem

usually includes the what, who, when, where, why and how of the problem.

solution

presents the major effects of the problem and the possible solutions to address it.

Persuasion

Organizes ideas to show how a set of evidence leads to a logical conclusion or argument

Persuasion

Presents the issue, position, and the supporting evidence that support the position.

• Organization

• Coherence and Cohesion

• Language Use

• Mechanics

Properties of a Well-Written Text

Organization

About the arrangement of ideas, incident, details, evience, and order

Organization

Achieved when ideas are logically and accurately arranged

Coherence and Cohesion

Achieved when ideas are logically, clearly, and smoothly linked to one another

Coherence

• Occurs when ideas are connected at the conceptual level or idea level

• Seen through well-defended arguments and organied points

Cohesion

• The connection of ideas at the sentence level

• Can readily be seen in a text through the smooth flow of the sentences and the connection of ideas

Language Use

Refers to the acceptable style of language for a particular form of text

Mechanics

Refers to the conventions of writing which includes capitalization, punctuation, spelling, numerals, abbv, acronyms, and contractions

• use clear and concise sentences

• avoid redundancies, wordiness, cliches, high falutin language

• avoid excessive use of “there” and “it” strutures

• use precise vocabulary

• be consistent with your pronoun’s POV

• avoid sexist language

• use appropriate level of formality

effective language use is achieved by:

• always use standard english

• avoid contractions

• avoid exclamation marks unless they are part of a direct quotation

• mention the full name in first mention. thereafter, use the abbreviation

• numbers from 0-10 should be spelled out while higher than 10 should be in figured

• citations are used in academic and formal texts

in academic and more formal texts, the following should be observed:

Claims

• central arguent or thesis statement of the text

• what the writer tries to prove in the text by providing details, explanations, and other types of evidence

Claims

• most important part of the text, usually found in the introduction or in the few paragraphs of the text

• a sentence that summarizes the most important thing that the writer wants to say as a result of his/her thinking, reading, or writing

• A claim should be argumentative and debatable

• A claim should be specific and focused

• A claim should be interesting and engaging

• A claim should be logical

Characteristics of a good claim

• Claim of Fact

• Claim of Value

• Claim of Policy

Types of Claims

Claim of Fact

• makes an assertion about something that can be proved or disproved with factual evidence

• usually answers a “what?” question

Claim of Fact

• Is the issue related to a possible cause or effect?

• Is this statement strue or false? How can its truthfulness be verified?

• Is this claim controversial or debatable?

Claim of Value

• argues that something is good or bad. or right or wrong, or that one thing is better than another thing

• attempts to explain how problems, situations, or issues ought to be valued

Claim of Value

• Which claims endorse what is good or right?

• What qualities should be considered good? Why?

• Which of these calues contend with others? Which ones are more important, and why?

Claim of Policy

• argues that certain conditions should exist, or that something should or should not be done, in order to solve a problem

• defend actionably plans, usually answer “how?” questions

Claim of Policy

• Does the claim suggest a specific remedy to solve the problem?

• Is the policy clearly defined?

• Is the need for the policy established?

• Is the policy the best one available? For whom?

• How does the policy solve the problem?