READING AND WRITING STRATEGIES IN SELECTING AND

ORGANIZING INFORMATION:
1. Brainstorming
LESSON 1: TEXT AS CONNECTED
- Is a technique to
DISCOURSE
generate ideas within a
group or individual
● Text
setting
- written material; a group of
- Provides a quick mean
ideas put together to make a
for tapping the ideas
point or central ideal
● Discourse
Four brainstorming tips suggest by Mark Nichol
- text with distinct features and
● Cubing
purpose
- A topic or idea is examined
- a formal and often lengthy
from 6 viewpoints
discussion of a topic where
1. Describe
concepts and insights are
2. Compare
arranged in an organized and
3. Associate
logical manner
4. Analyze
- Convey meanings, propel
5. Apply
actions, and provoke a specific
6. Argue for against
response
● Free writing
- Keeping on writing and not
TEXT AS CONNECT DISCOURSE ● Text -
minding errors in spelling and
“texere” (Latin) - to weave - A large unit of
grammar; Write what comes
written language
into your mind.
- A group of ideas put together to
● Listing
make a point or central idea
- List down what comes into your
- Made up of sentences
mind; Don’t list down your
● Discourse - “discursus” (Latin) -
ideas in an outline form.
conversation speech
● Mapping (A.K.A. Clustering &
- Is an expression of ideas
webbing)
- Refers to utterance, speech, talk,
- Graphic form of listing that
discussion, conversation
involve jotting down ideas then
- Is used in such sentences
making connections by
associating similarity-themed
WHAT MAKES A TEXT AS
ideas.
CONNECTED DISCOURSE?
- Concept Map - begin by
● All ideas in the text must be related in
writing the main concept at the
the sense that they would express one
middle and adding more
main idea,or that the text must have
branches for its subtopics.
unity by combining all ideas to
2. Outlining
emphasize the central ideas.
● Serves as a road map or blueprint when
LESSON 1.2: SELECTING AND
writing. Helps to organize the ideas
ORGANIZING INFORMATION
Two ways to write your outline spatial order
a. Topic outline - uses words or phrases as - Sight;Smell;Hearing;Touch;Taste
heading, without punctuation B.1 Objective Descripion
b. Sentence outline - uses full sentences - Primarily factual
- Focused on real and unbiased
descriptions
3. Using Graphic Organizers B.2 Subjective Description
● Are visual and graphic displays that - Includes attention to both the subject
show relationships among concepts described and the writers reactions
or ideas - An opinion or feeling that is based on an
Graphic organizers individual’s perspective or preferences B.3
a. Descriptive/Thematic Map Figurative Description
b. Network Tree - Relies on creating likeness between
c. Problem and solution Map objects
d. Compare-Contrast Matrix - Simile;metaphor
e. Fishbone Map
f. Problem-Solution Outline C. Definition
- Explains not just what something mean
LESSON 2: PATTERNS OF or is
DEVELOPMENT IN WRITING - Something does
- Something used
● Patterns of development in writing - - Something looks like
Are structures writers use to organize - Can also be used to inject human or to
their ideas solve controversy
- Used to arrange ideas to achieve the C.1 Subjective Definition
writer’s purpose in writing the text - Defines complex terms in a personal
- Determines the central idea of the text way
C.2 Scientific Definition
Patterns of Development - Defines concepts in the most factual
A. Narration way
- Sequential telling of a story or D. Classification and Exemplication -
recounting of a series of events Classification - method by which one divides
- Supports the thesis statement with things into groups, classes
enough details which includes the - Exemplification - method by providing
elements of story examples and illustrations in order to
- Uses transitional devices that signal time further clarify a concept
order E. Compare and Contrast
B. Description - Used when a writer would like to
- Similar with narration for having critically discuss two things in
specific details relation to each other by citing their
- “Emphasizes the senses by painting a similarities and differences
picture of how something looks, - Comparable points are the particular
sounds, smells, tastes, or feels properties shared by two or more
- Uses trasistional devices that signal things that you compare or contrast
F. Cause and Effect B. Signal words
- Explains why something happens or what - Are textual cues that readers use to
results a particular events produces - follow a text
Practice of critical thinking for one must be C. Physical format
able to logically trace connections among - Observed how the text physically
different ideas appears like headings and
G. Problem and Solution subheadings, bullet points, or font
- Focuses on either a problem or solution - emphasis
Most useful pattern of text development in 2. Coherence and Cohesion
terms of expressing writer’s concern for ➢Refers to the connection of
other people
ideas and connection between
H. Persuasion
sentence and between
- Used to convince readers to agree to an
paragraphs
argument or claim about a topic
- In writing persuasive text, you must be ➢To assure coherence and
prepared to provide strong and cohesion, use transitional and
relevant pieces of evidence cohesive devices
- A persuasive paragraph starts with a 2.1 Coherence
topic sentence - Connectedness of a text as a whole - Uses
phrases that signals you are adding more
information (e.g. in addition, moreover)
LESSON 3: PROPERTIES OF 2.2 Cohesion
WELL-WRITTEN TEXT - Relationship between grammar and
words within a text or sentence
Properties of a well-written text
1. Organization
➢Refers to the arrangement of
ideas in a text
Text structure
Signal words
Physical format - Glue
A. Text Structure that holds pieces of text together
- Refers to the framework of a text’s 2.3 Transitional Devices
beginning, middle, and end
1. Beginning (Lead/Hook) - It
introduces readers to the
purpose of writing
2. Middle - The organization of
the middle depends on the
genre. 5 basic organizational
structures: (1) Sequence (2)
Description (3) Cause & effect 3. Appropriate language use
(4) compare & contrast (5)
➢Refers to acceptable style of
Problem & solution
 language for a particular form of ● Inferences
text - Concluding statements which are made
➢Levels of language use: after considering all the other ideas
presented in the text
Informal/Personal
Standard/Academic Determining claims made in text
Business/Technical ● Claim
a. Informal/Personal - Statement that us not considered
- Slang, local expressions, text messaging - acceptable by all
E.g. hey, sup, OTW - Can be unverified or controversial -
b. Standard/Academic Also called a position
- Widely accepted words and phrases ● Arguments
found in books, magazines, and - Statement of opinion which purpose is to
newspaper persuade or inform
c. Business/Technical - Contains: Facts, Policies, Values ●
- Scientific terms, jargons, and special Claim of fact
expressions When an author is claiming that
4. Proper mechanics a particular statement is true
➢Refers to the conventions of Relate to statements that can be
writing easily verifies
➢Capitalization, punctuation, Asserts that a condition has
spelling, numerals, existed
abbreviations, etc. Question to verify statements as
claim of fact: Is it debatable? Is
LESSON 4: CRITICAL READING AS A it verifiable: Is it specific?
WAY OF THINKING ● Claim of value
- When an author is claiming in
● Critical reading the argument that something is
- The reader analyzes and interpret the important
reading material to know if it presents - Involves judgments and
logical ideas and connection of ideas - evaluations
Also known as active reading - Attempts to prove that some
- Active;Skeptical;Purposeful;Close things are less desirable than
Reading; What, how, why others
- Involves evaluating the validity of facts, ● Claim of policy
opinions, and inferences presented - When an author is claiming in
the argument that something
● Facts should be implemented
- Statement that can be proven through - Almost always “should” or
verifiable evidence “ought to” or “must” are
● Opinions included in this claim
- Statements which express the writer’s
personal preferences, judgment, Hypertextuality and intertextuality
predictions, or values ● Hypertextuality
➢Text displayed on a computer with community or culture
4. Historical Allusion - refers to
references (hyperlinks)
history
➢According to k. Amaral (2010), it is
simply a non-linear way - Parody
➢The most implementation of hypertext is ➔ A funny imitation of a
world wide web (www). serious piece of
➢WWW is a global hypertext system ➢ literature, writing, art,
or music
The term hypertext was coined by Ted
Nelson in 1963 ➔ Pokes fun at something
● Intertextuality to entertain the audience
➢Relationship between texts, especially reader
literary ones
LESSON 5: CRITICAL READING AS FORM
➢Breaks the wall between what’s real and OF REASONING
what’s not
❖ 3 types of intertextuality ● Reasoning
- Appropriation - An act of giving statements for
justification and explanation
➔ Adaptation
- An attempt to figure something out, to
➔ Borrowing from another settle some questions, and to solve some
text problem
➔ Reinterpretation
Techniques to develop reasoning:
➔ Reimagining an existing ➔ Focus on the main ideas explicit or
text and making it new implied in the text
- Allusion
➔ Examine the pros and cons of your
➔ A figure of speech that
argument/resolution
makes an indirect
reference to people, ➔ Organize your thoughts and ideas either
places, events, or in chronological or by emphasis to the
literary works specific
❖ 4 types of allusion ➔ Recheck your stand based on your
1. Biblical Allusion - refers to the power to convince the reader
bible without directly Formulating evaluative statements about the
mentioning it text read
2. Literary Allusion - indirectly ● Evaluative statement
refers to other well-known - Is used in giving a sound judgment - a
literary works judgment that can be backed up
3. Cultural Allusion - an - Presents the strengths and weaknesses of
association of a person, place, or something
event within a specific ❖ Formulative statements in two ways:
 1. Assertion and supported by both
➔ Strong declaration reasons and evidences

➔ Often without proof or - Claim: your position, stand or

any support side in an argument
➔ An honest and - Counterclaim: a counter
appropriate expression argument from a claim given
of one’s feelings - Rebuttal/Reason: your
response to a counterclaim
➔ Expressed as an
- Evidence: statement that proves
argument the truth of a claim
❖ 4 types of assertion
1. Statement of fact Determining textual evidence
- can be proven ● Textual evidence
objectively ➢Verified text that has been
2. Statement of convention collected from the original
- similar to tradition and source or document that
norms supports a thesis or an argument
- can only be verified
➢Strengthens the validity of
only by reference to
historical precedents, someone’s writing
laws, rules, usage, and Examples of textual evidence:
customs - Statistics: numerical or quantitative
3. Statement of opinion data
- Based on facts, but are - Anecdotes: true stories about individual
difficult to objectively experiences or case studies
verify - Expert testimony: analysis or
- Result from ambiguities commentary from a subject- matter
4. Statement of preference expert
- States a personal choice - Illustrations: drawings, photographs, or
- Subjective and cannot any type of image
be objectively proven
2. Counterclaims ❖ 3 types of textual evidence
➔ Claims made to rebut a 1. Fact
previous claim - Among the best tools to
involve the reader in the
➔ Contradicts one’s claim
argument
and is usually proven
- Used primarily to get
reader to stand on the
writer’s plane of
reasoning
2. Judgment
- Facts, however, cannot
 carry the entire
argument
- Assumptions that the
writer makes about
his/her subject after
considering facts
- The success or failure
of the entire argument
rests on whether or not
the writer can utilize
adequate reasoning
3. Testimony
- Used in writing a
convincing argument
❖ Two types of testimony
1. The account of an eyewitness
- Eyewitness can supply
important facts for the writers
use
2. The judgment of an expert who had
the chance to examine and interpret
the facts
- The expert can provide valuable
judgments in order to give
strength to the argument

Why need to determine textual evidence? ●

Requires the reader to support their ideas,
questions, and claim with factual evidence
rather than irrational notions ● Enables us
to go back to what we have read and give
evidence from it to prove that you are not
just manufacturing your thoughts