READING AND WRITING
Miss Maribel Muya | 3rd Quarterly Examinations
ANALYZING A DISCOURSE
Exam Coverage:
● Text as a Connected Discourse Analyzing a discourse is CONTEXTUAL.
● Techniques in Selecting and Organizing Information
● Patterns of Development in Writing
● Properties of a Well-Written Text o CULTURE - The beliefs, customs,
attitudes, language, and other things that
define culture may influence the author’s
DISCOURSE perspective on several issues
o Comes from the word “discursus” o SOCIAL ENVIRONMENT - The author’s
In Medieval Latin - “argument” physical surroundings and social
In Late Latin – “conversation” relationships, as well as the culture of the
time, may have influenced his or her writing.
o Formal and often lengthy discussion of a
topic
o EXPERIENCES - Personal accounts or
o Concepts and insights are arranged in an
firsthand experience of events, though
organized and logical manner
subjective, establish credibility and
o Often associated with speech but may also
reliability of information presented in any
be a written text
o Used to convey meanings, to propel discourse.
action or provoke a specific response
TYPES OF DISCOURSE
Examples of a Discourse
ARGUMENTATION - Process of making
➢ Critiques - states a writer’s opinion about and presenting
arguments
the good and the bad parts of another piece of
- Arguments
writing or a work of art
(Argumentum in
➢ Diary - a daily record of someone’s personal Latin) is a series of
experiences and thoughts statements for or
against an idea
PURPOSES OF A DISCOURSE - Aims to persuade the
audience or readers
by presenting valid
TO INFORM TO PERSUADE TO ENTERTAIN
claims
- Appeals to logic or
Provides a Convince the Amuse its
descriptive and readers that the readers and to
reason
comprehensive proposed claim provide a source
discussion on or solution is of entertainment
the topic better than any for its readers
other proposal
Amanda Dela Cruz | 1
o Texts that are used strictly for business
DESCRIPTION - Based on the communication such as letters, memos,
author’s main and resumes
impression about
the topic
- Aims to transmit that
TYPES OF LITERARY DISCOURSE
impression through
concrete, colorful, POETIC DISCOURSE - Focuses on how
and vivid language language is used
to form themes
and convey
EXPOSITION - Aims to inform
ideologies
about, clarify, and
- Makes ordinary
explain a
words, especially
phenomenon
in poetry appealing
- Defines what
through the use of
something is and
sound patterns
provides an in-depth
discussion about
topics that are EXPRESSIVE - Found in
usually less DISCOURSE academic
explored journals, letters,
- May also give diaries, and blogs
readers instructions - A personal
on how something is narrative; typically
done written in first-
person POV
- Reveals something
NARRATION - Recalls events
about the writer’s
chronologically
identity
- Aims to relate a
series of events
- May be told using the TRANSACTIONAL - Commonly found
first-, second-, or DISCOURSE in instructional
third-person point materials,
of view advertisements,
- May have a linear and editorial
structure articles, among
(beginning, middle, other
end) - Directive in nature
- May have a as it provides
nonlinear detailed
structure, which information on
starts from the how something is
middle or the end done or achieved
- Encourages the
reader to do
something or to
LITERARY DISCOURSE take action
o Creative works such as poetry, short stories,
novels, plays, and even nonfiction
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ACADEMIC DISCOURSE an individual or of a group then helps
establish patterns and develop
o Expository or argumentative in nature relationships among these concepts
o Sometimes presents an individual’s insights
regarding a concept or method in a scholar o BRAINSTORMING LIST
way A method for listing potential subjects from
o Includes academic journals and essays a broad topic
With the list, you can quickly produce
DIFFERENCE OF ACADEMIC AND thoughts and retain precise facts about a
LITERARY DISCOURSE subject.
ACADEMIC LITERARY o STEPS IN WRITING A BRAINSTORMING LIST
DISCOURSE DISCOURSE 1. Think of a general topic
- Formal and - Poetic and 2. Brainstorm ideas based on the topic and
scholarly use of creative in its make a list
language; does use of language
EXAMPLE
NOT use figures
of speech and Possible Topic: SCHOOL
idioms teachers workload
students expectations
- Maintains an - Features more
rules implementation
objective tone than one point
schedule number of hours spent
using the third- of view canteen in studying
person point of assignment food
view activities frequency and burden
General Format of Academic Discourse o GRAPHIC ORGANIZERS
Visually organized information that shows
➢ INTRODUCTION – states the significance of how ideas relate to one another
the topic and the issues that need to be
addressed; mentions the objectives of the - Mind Maps
discourse Help you to brainstorm, take notes, or work
➢ BODY – discusses the methods of gathering through complex problems
information; presents the findings and A diagram for representing tasks, words,
interpretation; contains arguments and concepts, or items linked to and arranged
supports them with evidence around a central concept or subject using a
➢ CONCLUSION – reiterates the writer’s claims non-linear graphical layout that allows the
and asserts his or her stand, may include user to build an intuitive framework around
insights and recommendations for furrther a central concept.
studies
TECHNIQUES IN SELECTING AND
ORGANIZING INFORMATION
o BRAINSTORMING
A technique to generate ideas within a group
or individual setting. It provides a quick
means for tapping the ideas and concepts of
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- Venn Diagram
To depict logical relations between terms or
topics
Illustrate inclusion, exclusion, or
intersection
To organize information visually so that
relationships between sets of items can be
easily seen.
PATTERNS OF DEVELOPMENT
IN WRITING
Writing should have a purpose. Why do you write?
What are you writing for?
Knowing the purpose for your writing will help you
oraganize your ideas better, hence, there are
patterns of development in writing
- It is the logical arrangement of ideas
- Flow Chart - Patterns help you follow ideas easily and
Shows the different steps in a process understand a text better
Can be used to describe various processes, - Makes use of signal words to make smooth
such as a manufacturing process, an and logical connections between ideas or
administrative or service process, or a concepts
project plan - Enables readers to comprehend a text/paper
NARRATION
o Narrative = Telling a Story
Gives an account of an incident or eports a
series of events leading to a conclusion
Sequential presentation of events plays an
important role
o Signal Words
First, next, then, after, suddenly, etc.
- Hierarchical Topical Organizers DESCRIPTION
Shows the order of ideas and their place in
the hierarchy o Provides information on what a person, an
Can also be used for classifying topics and object, a place, or a situation is like
attributes o It appeals to the reader’s sense, allowing
him or her to see, hear, taste, smell, or feel the
subject (SENSORY LANGUAGE)
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1. Includes vivid sensory details o Signal Words
When she walked past me, her lavender- Is defined as, is defined, refers to, means, to
scented perfume tantalized my nose, as if it define
will bleed anytime soon.
EXEMPLIFICATION
2. Uses figurative language
In fact, she was like an enchantress who o A common and effective way to show or
enchanted my heart and soul explain an idea or point (e.g., observation,
opinion, belief)
3. Uses precise language o Presents the main idea in a general statement
INCORRECT: The first thing that really caught and then provides specific and concrete
my attention as she entered the door was her examples to expound on it
amazing hair. o Signal Words
CORRECT: The first thing that really caught my After all, as an example, consider the
attention as she entered the door was her following,for example,for instance, in other
midnight-black hair that flowed over her words, in particular, in short, namely, put
broad shoulders. another way, specifically, stated differently,
that is, to be specific, to clarify, to illustrate
o Signal Words
Above, across, adjacent to, against, along, COMPARE AND CONTRAST
alongside, amidst, around, away from, back
of, behind, below, beneath, beside, between, o Organizes ideas based on how events,
beyond, by, down,farther, here, in, in front of, places, people, things, and concepts are
inside, into, near, off, on, on top of, onto, similar to or different from one another.
opposite to, outside, over, throughout, to the o Signal Words – Comparison
right, under Also, as, both, equally, like, similarly, in the
same way, in a similar fashion, likewise, in
OBJECTIVE SUBJECTIVE comparison, to compare
o Signal Words – Contrast
The focus of an Subjective description Although, and yet, as opposed to, but,
objective description is shows how a writer conversely, counter to, despite, even so, even
on the thing being feels about the subject
though, in contrast, in spite of, in the
described, not on the and uses more
writer ' s feelings, descriptive and richer meantime, instead, however, nevertheless,
thoughts, or personal language than objective nonetheless, on the contrary, on the other
reactions to it. description. hand, otherwise, still, the fact remains, unlike,
whereas, yet
DEFINITION CLASSIFICATION
o To clarify and explain concepts by answering o Organizes ideas into categories or divisions
the question “What does it mean?” based on criteria or standards
o Explains the information by illustrations, o Can be used when classifying people,
examples, and desciptions objects, things, places, and other items.
o Take note of the term to be defined and take
the detailed explanation of the term
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o Take note of the superordinate (name of the ORGANIZATION
larger group) ideas, the subordinate
(subcategories) ideas, and the relationship o known as arrangement and is achieved when
between them. ideas are logically and accurately arranged
o Signal Words with focus on the sequence of ideas,
Another, another kind, classified as, final incidents, evidence, or details in a definite
type, one kind the first category, the last order in a paragraph, essay, or speech
group, the next part
PARAGRAPH - a group of
CAUSE AND EFFECT sentences
- has a single main
o Organizes details based on the cause, the idea, topic
reason, and the result or consequences of a sentence and
supporting
certain phenomenon
details that
o This pattern may discuss the causes only, the further explain
effects only or both. or elaborate the
main idea
MAIN IDEA - the main point or
central idea in
the paragraph
TOPIC SENTENCE - states the main
idea
- found in the
beginning,
middle, or end of
the paragraph
SUPPORTING - elaborates,
DETAILS supports, or
explains the
main idea of the
o Signal Words – Causes paragraph
because (ofthe fact), being that, due to (the
fact that), for the reason that
o Signal Words – Effects COHERENCE
as a consequence, as a result (of this),
because (of this), so much (so) that o means the connection and organization of
ideas in a text to create unity.
PROPERTIES OF A WELL-WRITTEN TEXT o the quality of being logical and well-
organized (flow of the paragraph)
When we are unaware of the components of what we o connections between the ideas are
reinforced by transitional devices
are creating, we will fail to achieve our desired
outcome.
To achieve coherence, every good paragraph must
have UNITY or oneness of idea. Sentences in a
To be able to create a well-written text, we need to
paragraph are unified and directed by a topic
learn the properties that constitute it. sentence
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CHRONOLOGICAL - gives a according to
ORDER sequence of different
events subtopics
- the writer tells within a larger
what happened topic, or the
first, second, “types” of things
third, and so on that fall within a
SPATIAL ORDER - the details are larger category
arranged - each “type”
according to represents a
how things fit main section of
together in a information
physical space
- works well when COHESION
a writer wishes
to create a
o Unifying ideas by binding words, phrases,
mental picture
of something sentences and paragraphs, thus, show
that has various relationships and smooth “text flow”
parts o Every detail in a paragraph should support
distinguished the main idea.
by physical o While coherence focuses on the overall
location (macro) structure of the essay, cohesion is
ORDER OF - the details are
more specific. It pays attention to links
IMPORTANCE arranged from
the least between words and sentences
important idea
to the most Cohesion needs the use of cohesive devices
important one, (connecting two statements)
or vice versa
COMPARE AND - the details are TRANSITIONAL DEVICES
CONTRAST arranged
- help connect words
according to
how two or - allow smooth flow between words by linking
more things are a thought from one sentence to another or
similar to and from one paragraph to the next
different from
one another LANGUAGE USE
- an effective
pattern to use
when the reader o INFORMAL LANGUAGE
can better It is used in personal texts meant for family,
understand a friends, and colleagues. When you send e-
subject when it mails or write messages to friends and family
is described in members close to your age, this is usually the
relation to type of language you use.
another
TOPICAL ORDER - most
commonly used EXAMPLE:
format Erwan: Hey, feel like hanging out later?
- the details are Gerald: Not feeling well atm. Maybe
arranged tomorrow.
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o FORMAL LANGUAGE EXCLAMATION POINT APOSTROPHE (‘)
It is used in academic, business, and official (!)
texts. This is the language you use when - Interjections - Used to
writing formal correspondence and - Replaces the indicate the
question mark possessive
memorandums, both in school and work.
in interrogative case of nouns
sentences to - Used in place of
EXAMPLE: express strong the omitted
I am writing to inform you that our kitchen area emotion letters in
will be under construction as we remodel. - Remember: contractions
From August 23 to August 28, please use the Exclamation (shortened word
make shift kitchen on the second floor. points are forms)
usually used in - Do Not Use
informal writing Apostrophe to
If you have questions or concerns regarding and should not make a proper
the remodeling, you can access the full report be used in name plural or
here. We truly apologize for the formal writing. to make nouns
inconvenience. plural
COMMA (,) COLON (:)
- Used to - Used to
MECHANICS
separate words introduce a list
or phrases in a - Used to
o Mechanics is essential in all types of writing list or series introduce a
because it describes the technical aspects - Used to quotation
of writing. It also serves as a road sign to separate - Used to
guide learners like you on how to use words clauses in introduce a
appropriately in terms of conventions such sentences clause or a
- Used to set off phrase that
as spelling, punctuation, capitalization, and
words or explains what
others.
phrases that comes before it
introduce
o PUNCTUATIONS - a system of symbols used examples or
to give structure to a text. It guides the explanations
reader on how the text should be read.
SEMICOLON (;) COMMON DASH/EM
DASH (-)
- Separates two - Can be used in
PERIOD (.) QUESTION MARK (?)
clauses, one of place of a colon
- Indicates a full - It ends a which is or a semicolon
stop or the end question. introduced by a to connect
of a statement - It ends a conjunctive clauses, the
- Used in some question that is adverb or a second of which
abbreviations part of a phrase acting explains or
(Ex: St., Inc., Mr.) sentence. like one expands the first
- Placed after - It indicates - Seperates items clause
numerals and uncertainty in series if they - Can be used in
letters in about a fact. themselves are place of a
outlines and set off by comma before
lists comma words that
introduce
examples or
explanations
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CAPITALIZATIONS Adjectives, verbs, adverbs, nouns, and pronouns
are capitalized in a title. Do not capitalize
o Capitalization is writing the first letter of a conjunctions, prepositions, and articles, except
word in uppercase while the rest of the letters when they are the first or last word in a title.
of the word are in lowercase. It helps in
deciphering the meaning of the words. If
proper nouns are not capitalized, for instance,
their meanings can change, and this can lead
to misunderstanding.
1. Proper Nouns
- Andrew
- Caloocan City
- Learner’s Light Academy
2. Proper Adjectives
- African
- Korean
- Norwegian
3. Days of the week
- Tuesday
- Thursday
- Saturday
4. Months of the year
- January
- February
- March
5. Specific course titles
- Media Literacy 103
- English 111
6. Kinship names used in place of personal
names and if they are followed by personal
names
- Grandpa
- Mom
- Uncle Claude
7. Names of historical periods, events, and
documents
- The Treaty of Paris
- World War II
- The Reformation
