READING AND WRITING SKILLS

LESSON 1: THE READING PROCESS

LEARNING OBJECTIVES
1. Apply effective reading strategies in comprehending a text;
2. Recognizing context clues;
3. Getting insights about exchange students.

INTRODUCTION
Reading is an important skill for High School students to master because many of their requirements in
school are reading-based. Therefore, learning how to maximize this skill will be indispensable to your
success as a student. But have you really considered just how many skills you actually apply when you
read something?

LESSON PROPER
Reading is the process of translating letters and other symbols into meaningful information for
understanding and use in everyday life. Readers use three schemas, namely content schema, formal
schema, and linguistic schema, in order to translate and understand the text.

Schema Theory:
1. Content Schema (identifying background knowledge)
2. Formal Schema (syntax and rhetoric)
Syntax – refers to the proper arrangement of words in the sentence
Rhetoric –the art of using words well in writing or in speech
3. Linguistic Schema (vocabulary and grammar)

USING CONTEXT CLUES

Context Clues are 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. Thus, you
can study how a word is used in a sentence and discover an approximate definition. Getting the meaning
of unfamiliar words through context clues is a very useful process because this allows you to read more
fluently and increases your vocabulary.

The most common types of context clues are the following:

1. Synonyms. 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” or “as.”
Example:
Alice envisaged the jabberwocky in her mind. She imagined its sharp claws and jaws, and then
shivered in fright.
(imagined is the synonym of envisaged)

2. Antonyms. An antonym is 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.

Example:
The hero in the poem did not give in to trepidation; rather, he bravely slayed the jobberwock
with his sword.
(bravely is the near opposite for trepidation)

3. [Link] are specific details in a text that are used to clarify the meaning of a word.

Example:
There are many accentric creatures in the forest, such as mome raths and borogoves.
 (mome raths and borogoves are the examples of accentric)

4. Explanations and Definitions. Explanation 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. Terms like “is,” “means,” “is defined as,” and “refers
to,” are used with definitions.

Example:
Hearing someone “outgrabe” –which means he is whistling, bellowing, and sneezing all at once
– can be a funny sight.
(“he is whistling, bellowing, and sneezing all at once” is the explanation and definition
of outgrabe)

EXCHANGE STUDENTS
Scholarship programs and international grants give local students the opportunity to study abroad and
learn from the experience of mingling with other races. However, before becoming exchange students,
they will have to undergo the rigid application process, which include examination of their documents
and interviews that gauge their fitness and capability. Having succeeded this application process,
exchange students feel the joy and fulfilment as they formally fulfil the exchange students’ term in that
foreign country. They undergo new experiences through varied school works and co-curricular activities.
Dining in restaurants that serve authentic cuisines or plain food preparations in their apartment or host
homes also bring something new to the taste buds. These exchange students also learn words and for
some to have the skill to engage in basic conversation. The different modes of transportation, which may
not be found in their home country, provide exchange students excitement and fun. When they go back
home, they are expected to share their experiences to their family, friends, and schoolmates. Being an
exchange student is indeed a beautiful experience.

GENERALIZATION
Readers use theories to understand a text. One of the most effective theories related to reading is the
schema theory which, as identified in this lesson, has three types, namely, content theory or background
knowledge of the topic or text; formal theory or the syntax and rhetorical organization of the text; and
linguistic theory or the decoding features a reader uses to understand the text.

All these three schema theories are significant in the all-inclusive understanding of the topic as these give
learners a sense of what they already know versus what they have learned from what they read.

READING AND WRITING SKILLS

LESSON 2: METACOGNITIVE READING STRATEGIES
LEARNING OBJECTIVES
1. Identify the three metacognitive reading strategies
2. Learned about the different examples of metacognitive strategies
3. Evaluating the ongoing understanding of the text

INTRODUCTION
Metacognitive strategies refer to methods used to help students understand the way they learn; in other
words, it means processes designed for students to “think” about their thinking.

LESSON PROPER
Metacognition is the awareness and knowledge of one’s mental processes such that one can monitor,
regulate, and direct them to desired goal.
(meta – means “change / transformation”)
(cognition – means “knowledge”)

THREE METACOGNITIVE READING STRATEGIES

1. Pre-reading (Planning). Allows students to think about what they already know about a given
topic and predict what they will read or hear. It can support students in understanding a text
before they start reading.

2. While Reading (Monitoring). It is defined as activities that help students focus on aspects of the
text and to understand it better. The goal of these activities is to help learners to deal as they
would deal with it as if the text was written in their first language.

3. Post-reading (Evaluating). The purposes of this strategy are: to help students use their acquired
knowledge in similar readings; to have them integrate their reading skills: listening, speaking,
writing and with the foreign culture, to make use of keywords and structures to summarize their
learning, check for understanding, and organize their thoughts and ideas.

EXAMPLES OF METACOGNITIVE STRATEGIES

a. Self-Questioning. It involves pausing throughout a task to consciously check your own actions.
Without self-questioning we may lack humility and awareness of our own faults.

b. Reflection. It involves pausing to think about a task. It is usually a cyclical process where we
reflect, think of ways to improve, try again then go back to reflection. Reflection is metacognitive
only if you consciously ponder on what you thought processes were and how to improve upon
them the next time.

c. Awareness of Learning Styles. Learning styles theories such as Gardner’s Multiple Intelligences
and Learning Modalities theories argue that different people learn in different ways. For example,
you may feel you are better at learning through images than reading. Some common learning
styles include visual, auditory, kinesthetic, logical-mathematical, interpersonal, and intrapersonal.

d. Mnemonic Aids. These are strategies you can use to improve your information retention. They
involve using rhymes, patterns, and associations to remember.

e. Writing Down your Working. Most people will recall on High School Math classes, their
teacher saying: “I want to see your working so I know how you got to your answer.” This teacher
is ensuring you are employing the right-thinking processes and can show others how you went
about thinking about the task. When you become expert at a topic, you tend not to think about
your thinking. We sometimes call this “unconscious competence”, which is the fourth stage of
learning in the learner competence model.
 f. Graphic Organizers. They are also called cognitive tools. It helps us to consciously improve our
thinking processes. They assist us in organizing our thoughts, creating connections between
things we know, thinking more deeply about something, and visualizing processes and
procedures. Examples of graphic organizers are mind maps, flow charts, and spider diagrams.

g. Active Reading Strategies. They are strategies that ensure you are concentrating while you read
and actually comprehend the information. Examples of active reading strategies include
underlining text, using ruler to read, and scan for the main ideas.

h. Active Listening Strategies. These ensure that the students are listening attentively. Some
examples are turning your body to directly face the speaker, making eye contact, asking
questions, nodding when appropriate, and repeating what was said to you.

i. Planning Ahead. When we plan ahead, we often have to think about how we’ll go about a task.
We might call it our “plan of attack”. Planning ahead involves thinking about what we’re going to
do in order to complete a task.

THE BREAD OF SALT

By N. V. M. Gonzales (1958)
(A Summary)
The short story depicts about dreams, admiration, failure, and hope. It introduced a 14-year old boy who
was a grandson of a late coconut plantation overseer. The author did not mention a particular name of
this boy so I will just refer him as a young boy. His morning routine was to buy a pandesal or bread of
salt. By reading the story it was evident that he was bored with it. For him, the only thing that seemed as
a reward for buying a pandesal was that of seeing the old Spanish house in which the girl of his dream
lives.

Like all other boys at his age, the protagonist in the story experienced how to admire the opposite sex. He
was severely wounded by Cupid’s arrow when he learned about the niece of the old Spanish whom his
grandfather served for many years. Her name was Aida, a classmate of the young boy too.

Endowed with a Spanish blood, Aida’s beauty stands out among the rest of the girls in their class. She is a
mestiza and it is undeniable that a great number of Filipinos have this belief that a white complexion is
already half of the physical beauty of a person. It was her beauty that made the young boy dreamed of her
most of the time and built an expectation that she felt the same way too towards the young boy. He busied
himself with fantasies about Aida and dreamed of being a man worthy of the girl’s affection.

His feeling toward the girl motivated him to persevere on being a good violinist. It did not disappoint
him. From being the second violin, he was promoted to the first violin position. He improved himself just
to captivate her attention.

Just when he thought that almost everybody thinks of his dedication in playing violin being worthy of
commendation, his aunt poured a cold water on his dream of being a musician. She candidly told the
young boy that it was not practical at all to be a musician. Furthermore, it would just make him hungry
being always the last one to eat in social gatherings. Her remarks hurt him. It was like being compared to
a poor dog which hungrily ravages plastic bags, looking for food to feed its rumbling stomach. It pierced
his young heart.

Despite the discouraging remarks he received from his aunt, he still continued to play the violin. He did
not let the offensive remarks to penetrate into his own being. He did not succumb to his dream of being a
musician.

His excellent skill in playing the instrument did not escape the vigilant eyes of Pete Saez, a trombone
player who had a private band which was the Minviluz Orchestra. If the young boy would join Pete’s
band, he could have money. An opportunity to earn fuels the desire of the young boy to purchase a box of
linen stationary. He fancied of opening his heart to Aida through a love letter. He thought of a plan. He
would borrow Aida’s book in Algebra and slid his love letter between its pages. He would also buy a
brooch for Aida.
Unfortunately, all his plans weren’t materialized. His grandmother asked for his earnings from his plays
in the funeral, wedding, municipal dance, or any other social gatherings. He couldn’t refuse his
grandmother.

A defining moment happened when their band was chosen to perform during the grand surprise party in
the old Spanish house.

Afraid of being late to their commitment, they arrived early at the gate of the house without eating supper
at all. The band rendered music for hours and it was already midnight when they were given a break to
eat.

The young boy who had been starving already took the chance to voraciously devour the delightful
cuisines served on the table, he conveyed every food to his mouth as if he was in a battlefield, making his
mouth full with a variety of foods that he couldn’t recognize. Not only that, he even put some egg yolk
things inside several sheets of a table napkin and hid it under his shirt, until he heard the voice of Aida
from behind.

He was caught. Aida saw him and she asked him if he hadn’t eaten anything yet. Disaster, isn’t it? He
thought he was with his bandmates only, but he was wrong.

To add insult to an injury, Aida even told the young boy that she would pack him a big package of food if
only he could wait for the visitors to leave. She was thinking that the young boy was extremely hungry.

It was like a forceful punch against his ego, making him too small in front of the girl. Of all people who
could see him, it was Aida who caught him off guard. For a long time, he tried to look perfect in the eyes
of the girl but he was like a glass already broken by humiliation. He already felt defeated even before he
started to tell his feelings. Reality slapped him.

That moment, he realized the big difference between his status and that of Aida. He walked away, went to
the veranda, and threw all the egg yolk things amidst the darkness. The admiration for Aida instantly
gone. He realized that his dream of him with Aida wasn’t what he thought it would be.

After the party and having their collections for the band, the young boy asked his friend Pete to go to the
bakery shop to buy a pandesal. It was too early and the bakery was not yet open so they have to wait.

The story started and ended with pandesal or bread of salt. These are the brown color, crusty, and crispy
kind of bread that complement every Filipino’s breakfast. We love the aroma that we cannot resist not to
give one fat bite. Describing this kind of bread, we can compare it to the skin color of the Filipinos which
is brown. It was small which refers to our protagonist who was still very young. His dreams about Aida
were undeniably sweet but the young boy could not distinguish that it was impossible at the moment. They
evidently belong in two different worlds. Aida being on the upper or elite class and the young boy of
lower status. He is still just a teenager and still studying. Just like the pandesal which was still being
molded in the bakery shop, likewise the young boy. There are still many things in life that he must learn
and what should he do is just to wait for the right time where he can finally prove himself worthy.

GENERALIZATION
Reading is a process. While readers go through the process of pre-reading, reading, and post-reading, they
use corresponding metacognitive reading strategies. Metacognitive reading strategies make the readers
conscious of how they plan, monitor, and evaluate their understandings of the reading material, as
metacognition is the “awareness and knowledge of one’s mental processes such that one can monitor,
regulate and direct them to a desired goal.”
 READING AND WRITING SKILLS

LESSON 3: LEVELS OF COMPREHENSION

LEARNING OBJECTIVES
1. Know the three levels of comprehension
2. Reading selections on how to regulate the usage of marijuana and alcoholic drinks
3. Answering questions in literal, interpretive, and applied levels

INTRODUCTION
Making meaning while listening, speaking, reading, and writing begins with the mind. Readers connect
and make meaning of the text on different levels to achieve literacy. It refers to the process of
interpreting, understanding and extracting relevant information from the selection.

LESSON PROPER
Reading is thinking cued by written language.
“Effective readers think within the text. ”Effective readers think beyond the text.”
“Effective readers think about the text.”

THE THREE LEVELS OF COMPREHENSION

1. Literal comprehension. It involves understanding of explicit ideas and information. To verify
ones understanding on this level, recalling of ideas or identifying main ideas and details is used.
2. Interpretive comprehension. It means that the reader is able to make inferences, draw
conclusion, and predict outcomes from information not directly stated.
3. Applied comprehension. The reader is able to relate one’s experience to provide an evaluation.

COPING WITH ALCOHOLIC PARENTS

Lots of people live with a parent or caregiver who is an alcoholic or who drinks too much. Alcoholism
has been around for centuries, yet no one has discovered an easy way to prevent it.

Alcohol can affect people’s health and the way they act. People who are drunk might be more aggressive
or have mood swings. They may act in a way that is embarrassing to them or other people.

Alcoholism is a disease. Like any other disease, it needs to be treated. Without professional help, a person
with alcoholism will probably continue to drink and may become worse over time.

Diseases like alcoholism are no one’s fault. Some people are more susceptible (easily affected;
influenced) to wanting to drink too much. Scientists think it has to do with genetics, as well as things like
family history, and life events.

Sometimes what starts as a bad habit can become a very big problem. For example, people may drink to
cope with problems like boredom, stress, or money troubles. Maybe there’s an illness in the family, or
parents are having marriage problems.

No matter what anyone says, people don’t drink because of someone else’s behavior. So if you live with
someone who has a drinking problem, don’t blame yourself.

If you live with a parent who drinks, you may feel embarrassed, angry, sad, hurt, or any number of
emotions. You may feel helpless; when parents promise to stop drinking, for example, it can end in
frustration when they don’t keep their promises.

Problem drinking can change how family’s function. A parent may have trouble keeping a job and
problems paying the bills. Older kids may have to take care of younger siblings.

Some parents with alcohol problems might mistreat or abuse their children emotionally or physically.
Others may neglect their kids by not providing sufficient care and guidance. Parents with alcohol
problems might also use other drugs.
Despite what happens, most children of alcoholics love their parents and worry about something bad
happening to them. Kids who live with problem drinkers often try all kinds of ways to prevent them from
drinking. But, just as family members don’t cause the addiction, they can’t stop either.

The person with the drinking problem has to take charge. Someone who has a bad habit or an addiction to
alcohol needs to get help from a treatment center.

Alcoholism affects family members just as much as it affects the person drinking. Because of this, there
are lots of support groups to help children of alcoholic’s cope with the problem.

Drinking too much can be a problem that nobody likes to talk about. In fact, lots of parents may become
enraged at the slightest suggestion that they are drinking too much.

Sometimes, parents deny that they have a problem. A person in denial refuses to believe the truth about a
situation. So problem drinkers may try to blame someone else because it is easier than taking
responsibility for their own drinking.

Some parents make their families feel bad by saying stuff like, “You’re driving me crazy!” or “I can’t
take this anymore.” That can be harmful, especially to kids: most young children don’t know that the
problem has nothing to do with their actions and that it’s all in the drinker’s mind.

Some parents do acknowledge their drinking, but deny that it’s a problem. They may say stuff like, “I can
stop anytime I want to,” “Everyone drinks to unwind sometimes,” or “My drinking is not a problem.”

Lots of people fall into the trap of thinking that a parent’s drinking is only temporary. They tell
themselves that, when a particular problem is over, like having a rough time at work, the drinking will
stop. But even if a parent who drinks too much has other problem and that problem won’t go away unless
the drinker gets help.

If you’re like most teens, your life is probably filled with emotional ups and downs, regardless of what’s
happening at home. Add a parent with drinking problem to the mix, and it can all seem like too much.

There are many reasons why a parent’s drinking can contribute to feeling of anger, frustration,
disappointment, sadness, embarrassment, worry, loneliness, and helplessness. For example:
● You might be subjected to a parent’s changing moods.
● It may be hard to do things with friends or other people.
● You might be stressed or worried.

Although each family is different, people who grow up with alcoholic parents often feel alone, unloved,
depressed, or burdened by the secret life they lead at home.

--[Link]

SHOULD MEDICAL MARIJUANA BE LEGALIZED IN PH?

By Joyce Ilas, CNN Philippines
Updated 19:17 PM PHT Tue, June 9, 2015
This was the question that several law students from two universities in the country tried to answer on
Tuesday (June 9) during a Law and Policy Debate at the House of Representatives.

Ambassador Manuel Teehankee, a medical and law expert, recognized the need for public discussion on
the legalization of marijuana.

He noted that debating on a topic is a healthy method of testing ideas and proposal, and a good way by
which the legislative process can be vetted with various ideas being exchanged.

Dr. Junice L. D. Melgar, Executive Director of the Likhaan Centre for Women’s Health, agreed with
Teehankee and explained that marijuana has several medical uses.

According to Melgar, marijuana can stop epileptic seizures and can help treat neuropathic diseases such
as Alzheimer’s and multiple sclerosis. It can also treat loss of appetite after chemotherapy or following
treatment for HIV or AIDS.
She also mentioned that marijuana has side effects like the alteration of moods. In fact, among
psychotropic drugs such as cocaine, heroin, and methamphetamine, marijuana is the most potent, Melgar
added.

The doctor said that there are no reports of any deaths caused by toxicity of the intake of cannabis
(marijuana). Melgar also stressed the importance of being informed about marijuana and its uses. “Even
for small part, if you don’t give them space for public discussion—for people to be enlightened about it—
we will be forever ignorant.”

OPPOSED BY PDEA
The Philippine Drug Enforcement Agency (PDEA), on the other hand, has continued to oppose the
legalization of marijuana.

Director General Cacdac, PDEA chief, said that there is a need to first resolve the issue of how the
government would be able to regulate marijuana plantations to ensure that it would not be abused.

Sen. Grace Poe, Chair of the Committee on Public Order and Dangerous Drugs, meanwhile,
acknowledged Cacdac’s concern—saying that there really is a need to ensure that the country is capable
of regulating marijuana production and distribution.

Medical practitioners should show us the margining opinions of parents on the matter, but for me, the
question is: “Can we really implement this law without any abuse?”

PENDING BILL
Amid debated on the matter, there is actually a pending bill at the lower chamber, which aims to legalize
the compassionate use of marijuana.

But since it was filed in May 2014, no committee hearing has been held on the bill at the lower chamber.

Bill co-author Rep. Leah Paquiz appealed to her colleagues to take a look at the draft bill. “We are at this
stage, we have Filipinos who need care, we should give them compassionate care—this medical cannabis.
There are a lot of medicines, but they are expensive,” Paquiz said.

According to Paquiz, around 70 lawmakers already signed the bill as co-authors. But as the 16 th Congress
nears its end, the fate of the bill has turned grim.

GENERALIZATION
In reading, comprehension is an active process. A student becomes proficient when he or she is able to
grasp the three levels: literal, interpretive, and applied. Literal comprehension involves understanding of
explicit ideas and information. Interpretive comprehension means that the reader is able to make
inferences, draw conclusions, and predict outcomes from information not directly stated. In applied
comprehension, the reader is able to relate one’s experiences to provide an evaluation.
 READING AND WRITING SKILLS

LESSON 4: TRANSLATING READING INTO WRITING

(The Process Approach)
LEARNING OBJECTIVES
1. Learned the different prewriting strategies;
2. Be aware of the economic situations of our country;
3. Make some simple suggestions on how to prevent particular problems of our country.

INTRODUCTION
In using different critical reading strategies, you gained a deeper appreciation for the thought and the
work that different writers put into their writing. These writers went through the writing process to come
up with their final product. Whatever you are writing, it will be helpful to see writing as a process.

LESSON PROPER
Writing is an active process that involves a repetitive cycle of thinking and revising ideas. It is divided
into different stages, composed of prewriting, writing, revising and evaluating.

Prewriting – is the most important stage to break the writer’s block. This is where you, as a writer, are
able to generate ideas and concepts in your mind and arranging them in logical manner.

The Prewriting stage involves strategies like brainstorming, listing, clustering, interviewing or
questioning, free writing and looping.
● Brainstorming – a group problem-solving technique that involves the spontaneous contribution of
ideas from all members of the group.
● Clustering – a number of similar things that occur together.
● Free writing – automatic writing done especially as a classroom exercise
● Looping – to move in an arc; curling, twirling, spiralling, knotting, folding and curving
● Questioning or interviewing – a formal consultation or a meeting at which information is
obtained

Arranging ideas during the prewriting stage involves strategies like using an outline and graphic
organizers such as concept map, flow charts, diagrams, Venn diagrams, cause and effect diagrams, fish
bone maps, and time lines to indicate sequence. It is also vital for every student to read, as reading is
inseparable from writing. The more you read the more ideas you can generate for writing.

Planning what to write is very important and that is why there are different strategies that writers use. In
the writer’s mind, the prewriting stage is where making meaning takes place.

UNEMPLOYMENT, ‘VISIBLE’ AND ‘INVISIBLE’ UNDEREMPLOYMENT AND

POVERTY
Unlocking of Difficulties
● Poverty – the state of not having enough money to take care of basic needs such as food, clothing,
and housing
● Wage – payment for work
● Cosmetic – intended to beautify
● Aggravates – make something worse
● Dislodge – remove from or leave position
● Plague – appearance of something in large numbers

Recently, the World Bank undertook an assessment of the unemployment problems plaguing the
Philippine economy. This analysis makes comprehensive use of Philippine labor data, notably those
produced by the NSO (National Statistics Office). I will use this more recent analysis to explain the
unemployment problem as an introduction to next week’s discussion of labor policy issues.
 The unemployment, underemployment, ‘visible’ and ‘invisible’. According to the census of
2010, the population of the Philippines was 92.3 million. From the two census periods, 2000 to 2010, the
population grew annually at the rate of 1.9 per year, the highest in the East Asian region.

At this rate of annual growth, Philippine population by 2013 is around 97.5 million. Around 63
percent of the population is dependent on the labor force, which is 37 percent of the total population. The
whole labor force by this year is around 36 million workers.
In 2012, 10 million workers were out of good jobs. Good jobs are “quality jobs”, those that
“raise real wages and bring people out of poverty.” Of these, three million laborers were actually
unemployed and seven million underemployed. They represent around 29 percent of the labor force.

Philippine labor statistics define “unemployment” as a situation of workers at least 15 years old
and over who are without work but currently seeking work. Included with this case are workers who seek
work but believe no job is available, who await the results of a job application, a rehire or job recall or
who are temporarily ill.
“Underemployment” covers those employed persons who are still looking for work but could not
find one satisfactorily. “Visible underemployment” involves laborers who work for less than 40 hours per
week. “Invisible underemployment” includes those persons who work 40 hours or less per week. (40
hours per week represent the average 8 hour workday for five days of the week.)
Not included in the definition of the labor force are fulltime housewives and students who are
classified as dependents of the labor force, and retirees.

“The unemployed.” Unemployed and most underemployed laborers get the worst deal in life.
Some are dependent temporarily on their hard-earned savings accumulated before, but others are
dependent on other members of the family for support.
The age group that suffers most from unemployment is the young, those in the ages of 15 to 24
years. They account for half of all unemployed workers in the labor force. In actual terms, 16 percent of
them are unemployed compared to the average unemployment rate of 10 percent of the labor force.
The next age group among 25 to 34 years old in the labor force suffers around eight percent
unemployment, which is just a tad (small particles) below the unemployment rate in the labor force which
is in the range of 9 to 10 percent in recent years. So, the youngest members of the labor force suffer the
most as unemployed.

When educational attainment, and not age, is used as the classifier of the labor force, those who
have the highest education (college schooling, including those with degrees) suffer from an
unemployment rate of 10 to 11 percent. This suggests a grand mismatch of job with formal training.
Those with high school background suffer a slightly lower unemployment rate, but experience an
unemployment that is close to the national average. Those with skills are those who should have no
problems with employment. But in terms of unemployment statistics, they are the ones who suffer the
most.
The less skilled those with the least education—those who do not even finish elementary grades
—have an unemployment of around five percent. Laborers who did not finish elementary school,
including those without any at all, have an unemployment rate of around three percent. They find work at
the low end of the wage stream.

“Cosmetics or no cosmetics.” The government uses the “unemployment rate” as an indicator of

the government’s employment record.
During her administration, Gloria Macapagal Arroyo redefined unemployment which resulted in
an improvement of the unemployment rate by one-add-a-half percentage point.
Cosmetics do not change the gravity of the unemployment situation. Using the old definition of
unemployment, the unemployment problem has not shown any improvement at all. Unemployment is the
festering (persistently producing bad or unhealthy effects) issue that confronts the nation.
“Most worrisome: the poor and the poorest among the underemployed.” The unemployment
rate is insufficient as a true measure of working conditions, especially among developing countries.
The underemployed workers in the Philippine economy represent 19 percent of the labor force.
This means that one out of five workers suffer from poor quality jobs just to be able to subsist.
 Underemployment has no easy meaning: 62v percent of the underemployed (or 12percent of the
labor force) are visibly underemployed. The remaining 38 percent of the underemployed (or eight percent
of the labor force) are invisibly underemployed.
The underemployed workers—around 75 percent of them—are found mainly in the informal
sector of the economy. Many informal activities are found within the services sector of the economy—
retailing is the most obvious of these! The informal sector and the services sector—these are the catch
basin of low productivity jobs, the sponges for disguised unemployment.

The unorganized sector is the one where everyone is essentially out for himself, a sector hardly
touched by government regulations or by private enterprises that undertake their activities within the
organized rules of the legal framework. The informal economy is where most people work in even worse
possible income position.
These numbers convey very significantly the magnitude of the country’s unemployment and
underemployment situation.

“Yolanda further aggravates the problem.” The Yolanda’s path of destruction in the Visayas
aggravates the government’s unemployment problems even more.
The full extent of that unemployment impact arising from Yolanda’s damage is not fully known
but it could reach at least half a million heavily dislodged workers.
The full extent of that unemployment impact arising from Yolanda’s damage is not fully known
but it could reach at least half a million heavily dislodged workers.
Many workers in agriculture, small scale industry, and the distributive trades have lost major
household assets and, worse, also their jobs. Those in large establishments that suffered major damage
will experience force layoffs of workers until they recover from their disaster.

Implications of Poverty:
a. Lack of basic need support e. Child labor
b. Increase of crime f. Prostitution
c. Malnutrition g. Increase of informal settlers, beggars, and street children
d. Less opportunity for education h. Government dependence

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HOW PHILIPPINES CAN REVERSE “BRAIN DRAIN”

Unlocking of difficulties:
● Brain Drain – the departure of educated or professional people from one to another for better pay
or living condition
● Greener pasture – plenty or rich in something
● Cluster – a group of similar things or people positioned or occurring closely together
● Catalyse – cause or accelerate a reaction

As some Filipinos to continue to seek greener pastures abroad, it may seem as if the decades-long
“brain drain” shows no signs of stopping.
But there’s still hope for the Philippines in reversing “brain drain”. In its latest Economic Insight
report, Institute of Chartered Accountants in England and Wales (ICAEW) noted that ASEAN economies
are benefiting from growing populations, but some, particularly the Philippines and Malaysia, are facing
difficulty in “brain drain.”

“In terms of labor force, the Philippines is faced with a brain drain issue, which is depriving the labor
pool of much of its greatest talent. This has been a problem for a while now, with the country having lost
an estimated 10 percent of its population to work abroad, including many highly qualified professionals,”
Charles Davis, ICAEW economic advisor and Centre for Economics and Business Reasearch
(CEBR) director, said…
In 2013, the Philippines deployed around 1.8 million workers. Most of the OFWs were deployed to
Saudi Arabia, United Arab Emirates, Qatar, Bahrain, Kuwait, and other Middle East countries.
The Philippine economy benefits from remittances the overseas Filipino workers send back home, but
Davis noted “most of the productivity gains accrue to the developed economies in which emigrants live.”
 Similarly, in Malaysia, around 295.000 skilled workers left the country in 2012; out of only 4.3
million Malaysians working in skilled occupations. Over half of Malaysian emigration flowed to
Singapore.

ICAEW acknowledge that the Philippines and Malaysia cannot compete with the wages being
offered in Singapore and United States.
Plus the establishment of the ASEAN Economic Community (AEC) later this year would likely
lead to more skilled workers moving to other ASEAN countries for better job opportunities.
But ICAEW noted that brain drains have been reversed before, particularly in India and China
where many emigrants are returning.

“As we have seen, in China and India for example, emigrants are willing to return to their home
countries even despite wage cuts, so long as they are confident their sector of expertise exists. One key
strategy will be to make sure that the Philippines high-tech industrial centers are integrated into relevant
international networks; this means that people can return to their home without fearing that their career
progression will suffice,” Mark Billington, Regional Director of ICAEW South East Asia, said.

This could include providing incentives, such as grants for knowledge businesses.
“Creating clusters of businesses in areas with good-quality infrastructure can catalyse the
development of a viable new sector in an economy, particularly if those with the requisite education exist.
There is little point in investing in upgrading higher education systems to cope with the new economy, if
those workers will simply leave to start a career elsewhere,” the ICAEW report stated.
ICAEW noted the Philippines will be pursuing more infrastructure projects this year, due to
strong public finances.
“Infrastructure problems persist, threatening the Philippines’ stellar growth rate, and blackouts
are foreseen next year, made possible partly by strong public finances, should enable the islands to pursue
a raft of infrastructure projects,” ICAEW said.
The Public-Private Partnership Center has already 26 approved infrastructure projects,
collectively worth $245 billion.
ICAEW is a world leading professional membership organization that promotes, develops, and
supports over 144,000 chartered accountants worldwide. The report on South East Asia is produced by
Cebr, ICAEW’s partner and economic forecaster.

--[Link]

READING AND WRITING SKILLS

LESSON 5: UNITY, COHERENCE, AND COHESION IN
PARAGRAPH WRITING
LEARNING OBJECTIVES
1. Define Unity, Coherence, and Cohesion;
2. Use the different devices of Cohesion in writing a paragraph;
3. Make a paragraph on how to take good care of the environment.

INTRODUCTION
A well-written paragraph contains the following elements: unity, coherence, and cohesion. Unity is
achieved when all the details in the text lead back to the main idea or topic sentence. Coherent
paragraphs are arranged in logical order, which means that no sentence in the paragraph is misplaced or
out of order. Cohesive devices such as lexical chains, cohesive nouns, pronoun reference, ellipsis,
substitution, conjunction, and transition are used by writers to transition one idea to another smoothly.

Through unity, coherence, and cohesion the writer is able to convey his/her message to the readers in a
comprehensible manner.

LESSON PROPER
THE PARAGRAPH AND ITS TOPIC SENTENCE
A Paragraph is a piece of writing that focuses on one topic or idea. It usually consists of more than one
sentence. The sentences in the paragraph explain and develop the topic. The first word in the paragraph is
indented. Indention signals the beginning of a new paragraph.

The three basic parts of a paragraph

1. Topic sentence – refers to the main point of the writer. It is also called main idea. The first
sentence usually serves as the topic sentence. However, in some instances, the main idea may
also be found in the middle or end of the paragraph. A topic sentence should be clear and specific.
Vague or general words should be avoided when writing topic sentences.

Two parts of Topic sentence

● Topic – it says what the paragraph is all about
● Controlling idea – it expresses the writer’s idea, opinion, or attitude towards the topic

Study the sentence below. Identify the topic and the controlling idea.

Common holiday practices have negative impacts on the environment.

The main topic in the sentence is the impacts of common holiday practices on the environment. The
controlling idea is the word negative.

The main purpose of the controlling idea is to allow the writer to focus on one particular aspect of the
topic. In the example, the readers expect the writer to discuss how common holiday practices can cause
negative (not positive), productive, helpful, etc., impacts on the environment. Thus, the word negative in
the topic sentence controls or limits the set of information that should be presented in the paragraph.

Through the controlling idea, one may ask the following questions prior to the reading of the paragraph.
● What common holiday practices usually cause harm to the environment?
● How can these holiday practices affect the environment negatively?
● What could possibly happen if people keep on with these holiday practices?

2. Supporting details – refer to the sentences that develop the main idea of the paragraph. Writers
usually use descriptions, examples, and explanations to support or prove the topic sentence. The
supporting details make up most part of the paragraph. Sentences that are not directly related to
the topic sentence should not be included in the paragraph.
 3. Conclusion – is the final sentence of the paragraph. The purpose of conclusion is to summarize
the ideas, provide comments or suggestions, and give the paragraph proper closure. The writer
usually reiterates the topic sentence by rephrasing it or rewording some of its parts. The
conclusion of a single-paragraph composition normally consists of one or two sentences.

Notice how the conclusion is based on the given topic sentence.

Topic Sentence: Common holiday practices have negative impacts on the environment.

Concluding statement:

Indeed common holiday practices can lead to negative environmental impacts. It is important to
become aware of these consequences to enjoy the holidays without compromising the environment.

In addition, a written composition should have a title. The title gives the reader an idea of what the
paragraph talks about. The title is usually a single word or a phrase. The title is not enclosed in quotation
marks. The major words in the title such as verbs and nouns should be capitalized.

Characteristics of a well-written Paragraph

1. Unity – refers to how the writer developed the controlling idea through the supporting details. All
sentences in the paragraph should consistently relate to the main idea. Thus, the writer should
choose his/her ideas carefully to avoid unrelated or irrelevant details in the text. For as long as
each and every detail can prove or support the main idea, the paragraph is considered unified.

2. Coherence – should comprise ideas or details that are logically arranged. The presentation of
ideas should be in clear order or makes sense to the readers.

A paragraph is considered incoherent if there are sentences that are misplaced or in the wrong
order. In narratives, the events are usually arranged chronologically. In procedural texts, the
details or instructions should be presented from the first to the last step. Illogical arrangement of
sentences leads to an incoherent paragraph.

3. Cohesion – refers to the smooth flow of ideas in the paragraph. Cohesive writing is achieved
when the writer can smoothly transition one sentence to another. Through this smooth transition,
all the details in the paragraph become well-connected and the readers are able to follow the
progression of ideas easily.

Cohesion in writing can be achieved through the following devices.

● Lexical chains refer to the sequence of related words in writing sentences or paragraphs.
Through the effective use of lexical chains, a writer is able to present his/her ideas in a
cohesive manner.
Example: The choir sang as the pianist played a series of familiar Christmas carols, which
created a melodious atmosphere inside the church.

● Cohesive nouns are single words that name an idea presented by the writer in the preceding
sentence/s. These create a clear connection between the first and the succeeding sentences.
Example: Some families spend thousands of pesos during the holiday season. Their expenses
usually include food, gifts, and travels.

● Pronoun reference. Basically, pronouns are used to replace nouns. The word/group of
words that a pronoun replaces or refers to is called antecedent. Cohesion is achieved when
the relationship between the pronoun and its antecedent is clear.
Example: The kids enjoyed opening their Christmas presents.
(the pronoun their is used to replace the noun kids)
● Ellipsis is another cohesive device. It is done by omitting a word or phrase and substituting
them with those dots. Instead of repeating, the writer omits words without changing the
meaning of the sentence.
Example: Christine likes to go shopping during the Christmas rush, but her best friend Anne hates
to…. (go shopping during Christmas rush)
For the Christmas party’s dress code, the organizers are requested to wear pastel
colors. However, the guests can wear any…. (color)

● Unlike ellipsis where the writer leaves out words, substitution achieves cohesion by
replacing a word or an idea with a more general word.
Example: The father asked his son, “Which toy car do you like as Christmas gift?” The son
replied excitedly, “I like the big one!”

● Through the correct use of conjunctions---coordinators and subordinators---writers are able

to connect ideas logically.
Example: Mother should start buying grocery items as early as September so she won’t have to
suffer the hassles of the Christmas rush.

● A writer can link one sentence to another to another smoothly by using transitional words.
The following are the most commonly used transitional words.
Sequence Addition Result Examples Similarity Restatemen
t/ Summary

first also as a result for example similarly in summary

second in addition consequently for instance likewise in other words

next is well as therefore as an example comparatively in short

lastly besides thus in this case in the same manner in conclusion

then furthermore hence as an illustration in essence

before like

after

Green Holiday Tips

A feature story from Greenpeace Philippines
The holidays are a time for family and celebration and these festivities also negatively impact
the environment. From the million decorations that must be disposed of, to the tons of gift
wrappers and increase in energy usage to keep the colored lights blinking and dancing, the
holidays cause a lot of damage. But hey! Small changes can make a huge difference.
So here are some simple ways for you to cut waste, conserve energy and otherwise be
green during this holiday season. Many of the ideas can be used year-round!
Why spend more on new Holiday knick-knacks when you can make your own out of recycled
materials?
You’ll be surprised at what you can make out of unwanted items hidden away in your
household. Try making hanging lanterns using old jars and wire, hand cut paper snowflakes
out of newspaper, or even Christmas Tree ornaments with the ribbons and cards from last
year’s gifts. This is a great way to test your creativity and celebrate an eco-friendly Yuletide
season.
Is the Yuletide season still a time for giving, or has it become a time for spending?
The consumerist aspect of the holidays is getting in the way of the things that truly make this
season special. This year, why not offer service instead? Volunteer to do relief work, or write
up personalized coupons—redeemable favors such as doing the dishes or walking the dog—
for your loved ones.
In fact, you can even go all out and challenge the obsessions of our consumer societies by
joining the Buy Nothing movement.
It’s easy to be bedazzled by the blinking and dancing Christmas lights that we see, forgetting
that this means additional energy use.
Using energy efficient Christmas lights hits two goals in one step: cutting down on energy
use and savings on energy costs. One good way to do this is to use LED (light emitting diode)
Christmas lights. They may be a little more expensive than incandescent lights but they
definitely consume less energy. Plus, they last longer too. That means you get to keep your
Christmas lights for more Christmas seasons, giving you more savings in the long run. You
also reduce the amount of waste to be disposed, another step in being more environment-
friendly.
There are additional ways to reduce energy consumption during Christmas season. You can
combine your Christmas lights with the following to reduce energy consumption:
• Timers – control how long your lights are on and turn them off when you are not home.
• Extension cords – instead of using light strings to add length to your display, utilize
extension cords in less visible areas.
If you cannot help it and you think that buying someone a gift is a sure way to express your
appreciation for someone (instead of offering acts of kindness, Green Holiday Tip #2), then
opt for eco-friendly gifts.
Whether it’s a journal with hand-made paper for your friend, a hand-woven skirt by Ifugao
mothers for your sister, or a folding bike for your brother, keep in mind that there are many
ways to show both kindness and appreciation for your loved ones and love for the
environment.
Better yet, avoid the malls when doing your Christmas shopping. Instead opt for bazaars,
trade fairs, and weekend markets that offer the best local products that consider the
environment, fair trade, and local artists and craftsmen in the production. Many of them also
pledge to donate part of their profits to reconstruction and rehabilitation efforts for our
brothers and sisters affected by Typhoon Yolanda.
Moreover, you wouldn’t want to get your loved ones clothes that have hazardous chemicals
on them. You want to give them garments they can proudly wear, brought to us by companies
that care about the environment as much as their brand’s names. We’re talking about the
Detox #Leaders – companies spearheading the path to a toxic-free future. Use your power as
a consumer by supporting brands that are honest and are truly working to eliminate all
releases of hazardous chemicals into our water. Explore the #DetoxCatwalk now.

Use Guide to Greener Electronics to ask questions about the environmental impact of
electronic products.
With the Christmas bonus in your hands, you can always think of a thousand ways to justify
the need for a new gadget. You don’t need to be a techie to know which electronic products
are “green.” You just need to check out the Greenpeace Guide to Greener Electronics.
Remember however, that the most sustainable devices are the ones you don’t actually buy!
Work to extend the life of your existing electronic gadgets and only purchase what you truly
need.
FACT: It takes 1.3 kg of coal to produce 1 kg of wrapping paper, and the manufacturing
process emits 3.5 kg of CO2 — and that excludes the carbon footprint of packaging and then
transporting the wrapping paper around the country.
We encourage you to use reusable and/or personalized gift-wraps instead. Rather than buying
new gift boxes, why not encase your goodies in used cans or cylinders you painted yourself?
You can even wrap your present in a scarf or handkerchief; this way, the wrapper itself can
be part of your gift.
The Christmas holidays are one of those long holidays that travelers look forward to every
year. But do you know that traveling adds to your carbon footprint especially when you ride a
plane, use disposable utensils for eating, and stay at posh resorts?
Be a responsible traveler this holiday season. Leave nothing but footprints, take nothing but
pictures, and check out this green travel tips before you go on holiday!
It’s exactly a week before Christmas! Have you done your shopping for Noche Buena? If not,
here’s something to consider: Why not do your shopping at the nearest organic market and
try to come up with a Noche Buena feast made from organic and GMO-free food?
You can also ask your friends to do the same and have a challenge on who can come up with
the greatest number of healthy ingredients on their Noche Buena table. Remember, you can
have a healthy and environment-friendly Noche Buena for your friends and family.
Lastly, impress your friends and family this year with a low-cost, creative, green holiday
bash. Here are some suggestions on how you can upgrade your traditional gathering into an
Earth-friendly one:
• Use electronic invitations to get the word out

• Set the ambiance with personalized decors out of recycled materials (get creative!), and
energy-efficient LED fairy lights

• Start the party early to make use of natural light

• Serve organic dishes made from fresh food bought from the local market. Food from the
markets generally has less packaging than supermarket foods and has not travelled as far

• Use reusable dinnerware instead of disposables as much as possible

• Place clearly marked recycling and non-recycling bins out for your guests

Surely, there are many ways to celebrate the holidays without causing too much harm in our
environment. Try these tips and have a fun-filled yet environment-friendly holiday bash!
…Answer This…
ASSESSMENT: Please write your answer on a one whole sheet of paper.
A. Write the correct answer for the following descriptions.
1. It is a piece of writing that focuses on one topic or idea.
2. It is done by omitting a word or phrase and substituting them with those dots.
3. It refers to the main point of the writer. It is also called main idea.
4. These refer to the sequence of related words in writing sentences or paragraphs.
5. It signals the beginning of a new paragraph.
6. It refers to the smooth flow of ideas in the paragraph.
7. These refer to the sentences that develop the main idea of the paragraph.
8. It achieves cohesion by replacing a word or an idea with a more general word.
9. It refers to how the writer developed the controlling idea through the supporting details.
10. It is the final sentence of the paragraph.
 LESSON 6: PATTERN DEVELOPMENT: DESCRIPTION
AND INFORMATIONAL REPORT
LEARNING OBJECTIVES
1. Determine the purpose and structure of the description essay;
2. Identify objective description and subjective description;
3. Understand informational report and show how to answer descriptions.

INTRODUCTION
Writers use description in writing to make sure that their audience is fully immersed in the words on the
page. This requires a concerted effort by the writer to describe his/her world through the use of sensory
details. Making descriptive writing is important not only during your education but also during everyday
situation.

LESSON PROPER
DESCRIPTION
DESCRIPTION is a representation of something in words. Generally, a description is either objective or
subjective.

OBJECTIVE DESCRIPTION contains idea. It is factual and reportorial. It does not contain emotion,
feelings, opinion, or impression. It does not state recommendation or analysis. It can be seen in business
reports such as decision-making, policy statements, compliance, and status reports. It is also seen in
straight news reports and in answers to journalists’ questions of 5W – 1H (who, what, when, where, why,
and how).

SUBJECTIVE DESCRIPTION contains emotion or impression. It may be views, opinions,

recommendations, or conclusions. It expresses emotion, feeling, opinion, or impression. It states
recommendation or analysis. Usually, a subjective description makes an objective description personal.

(TIPS)
Avoid empty descriptions if possible. Empty descriptions are adjectives that can mean different things to
different people. Good, beautiful, terrific, and nice are examples. The use of such words in descriptions
can lead to misreads and confusion. A good day, for instance, can mean far different things depending on
one’s age, personality, or tastes.

Whether you are presenting a new product or service to a client, training new employees, or
brainstorming ideas with colleagues, the use of clear, evocative detail is crucial. Make an effort to use
details that express your thoughts in a way that will register with others, sharp, concise details are always
impressive.

READ THIS NEWS ARTICLE:

PET DOG SAVES 2 GIRLS, BUT LOSES HER FACE
By Julie S. Alipala
ZAMBOANGA CITY --- The story of Kabang is one more heart-warming take on the familiar theme of
the pet dog as lifesaver.

Cousins Dina Bunggal, 11, and Princess Diansing, 3, were walking across Nuñez Extension on Dec. 14
not knowing that a speeding motorcycle was bearing down on them. At the crucial moment, Kabang, the
Bunggal family’s dog, emerged from nowhere and jumped into the motorcycle’s path

The cousins stumbled but we otherwise unharmed. The motorcycle driver, likewise unharmed, took them
to hospital for treatment of their bruises.
Eyewitness Jovito Urpiano said Kabang (a Visayan term that means “spotty”) shielded the two girls from
certain harm.
Urpiano was in an eatery on his noontime break from driving a tricycle and saw how Kabang stopped the
motorcycle from hitting the girls. The dog’s head landed directly on the motorcycle’s front wheel, and as
it rolled, her snout got stuck in it.

“I thought somebody threw the dog on the motorcycle, but I could not see anyone who might have done
that,” Urpiano told the Inquirer. He said it later came to him that Kabang had intentionally blocked the
motorcycle’s path to save the girls.

A hero
Rudy Bunggal, Dina’s father who works at a nearby vulcanizing shop, also saw how Kabang saved the
lives of his daughter and niece.

“The bones holding her upper snout were crushed, and we could not do anything to save it. We just pulled
her off the wheel,” Bunggal said.

Thus freed, Kabang run away as fast as she could and went missing for two weeks. When she finally
returned to the family home, she looked very different.

But her human family could not care less. “it does not matter if she’s ugly now. What important to us is
she saved our children and we cannot that her enough for that,” Bunggal said.

“Kabang is a hero,” said his wife Christina.

Milk and porridge

Bunggal said Kabang’s heroic act might have been triggered by her closeness to Dina and Princess. He
said he found Kabang as a puppy near the family home a year ago. “We raised her like she was ours. We
gave her Bear Brand (a milk brand) and porridge,” he said.

Buying milk for the dog was a big deal for the family, according to Bunggal, because he and his wife,
who sells candies, have a combined daily income of only about P150.

Christina said that as Kabang grew, she was fed the same food that the family ate. “We did not mind if
she was an addition to our expenses. We regarded her as part of the family,” she said.

He recalled that Kabang had no history of wandering outside the house, which was why, he said, “we
could not believe she went out when she sensed that the girls were in danger.”

Veterinarian Anton Lim of the Tzu Chi Foundation said Kabang’s act of saving the girls showed that she
was grateful to the family.

Back to old self

Lim had been treating Kabang for her injuries and has administered antibiotics so her wounds would heal
faster.

Kabang now uses her paws to eat. She is back to her old self, and has resumed playing with Dina and
Princess.

“And she is expecting puppies,” according to Christina.

--@inquirerdotnet Inquirer Mindanao 03:21 AM February 18th, 2012

RIDDLE
A riddle can be an example of description. It is a statement, question or phrase having a double or veiled
meaning, put forth as puzzle to be solved. It can be a question with a quick witty answer. They can be just
a sentence that makes you have a sudden realization.
Two Types of Riddles:
● ENIGMAS – which are problems generally expressed in metaphorical or allegorical
language that require inenuity and careful thinking for their solution.
● CONUNDRA – which are questions relying for their effects on punning in either the
question or the answer.

Examples of a Riddle:
1. “Three eyes have I, all in a row; when the red one opens, all freeze.”
(The answer is “traffic light”).

2. “What gets wetter and wetter the more it dries?” (The answer is “towel”).

3. “What is so fragile that when you say its name you break it?” (The answer is “silence”).

4. “What fails, but does not break, and what breaks but does not fail?”
(The answer is “night falls and day breaks”).

5. “I have holes in my top and bottom, my left and right, and in the middle. But I still hold water.
What am I?” (The answer is “a sponge”).

GENERALIZATION
Description is a representation of something or someone in words. This may be subjective or objective. A
subjective description contains impressions, while an objective description is factual or reportorial, like an
informational report.

Reference:
● Cidro, Mark Gleen O. et al., Integrated English for Effective Communication, First Edition.
2016. The Phoenix Publishing House Inc.
***Answer This***
ASSESSMENT: Please write your answers on a one whole sheet of paper.
A. Answer the following questions that were taken from the news article about Kabang.
1. Who is the main character? Who are the others involved? (3 pts.)
2. What is the most important event in the news? (3 pts.)
3. Where and when did it happen? (3 pts.)
4. Why did it happen? (3cpts.)
5. How did it happen? (3 pts.)

Try to answer the following riddles. Do not copy the riddles.

1. I have long curved tusks and massive ears. My trunk is for smelling, breathing, detecting
vibrations, caressing my young, sucking up water, and grasping objects.
2. I have a white head, brown body and, and hooked yellow beak. I fed on fish, ducks, snakes, and
turtles. I also eat rabbits, muskrats, and dead animals.
3. I live in water, but I come consciously to the surface to breathe air. I have a short, stubby beak. I
use echolocation when hunting for fish, squid, and crustaceans.
4. I am a worm that feeds on blood. I can pierce your skin and drink your blood about three to four
times my body weight.
5. My eye is larger than my brain. I lay the largest eggs.

B. Describe the following items/ideas for at least three sentences. (5 pts. each)
1. Beach
2. Night
 LESSON 7: PATTERN DEVELOPMENT
LEARNING OBJECTIVES
1. Define definition, exemplification or classification, compare and contrast, and cause-and-effect
relationship;
2. Understand the purpose of using pattern development in essay writing; and
3. Use pattern development in writing definition, exemplification or classification, compare and
contrast, and cause-and-effect relationship.

INTRODUCTION
Writers use patterns to develop text. A pattern development is the way the essay is organized,
from one paragraph to the next, in order to present its thesis and the relevant, authoritative
support for it, in a coherent and meaningful fashion. Your readers will be experiencing your essay in
time. That is, they will read it starting in paragraph one and then two, then three, four, five, six…etc. This
may seem obvious, but you will need to consider how the reader will experience the essay in time and in
relation to your thesis statement.

Thus, we will need to organize the essay into a coherent pattern which allows the reader to easily
follow our logic through the reading experience, and be able to fully relate it back to our central
theme(s). Some essays use a combination of patterns to communicate their ideas, but usually
a primary pattern is established to present the overall structure and logical flow of the essay.

LESSON PROPER

PATTERN DEVELOPMENT

PATTERN DEVELOPMENT is the process of outlining and arranging ideas logically to come up with
coherent compositions. This process aids writers in sorting and grouping.

The commonly used patterns

 Definitions
 Exemplification or classification
 Compare and contrast
 Cause-and-effect relationships

Exemplification uses one or more particular cases, or examples, to illustrate or explain a general point or
an abstract concept. You have probably noticed, when on social media, watching television talk shows or
listening to classroom discussions, that the most effective exchanges occur when participants support
their points with specific examples. Classification sorts items or ideas into categories based on
commonalities.

Definition provides meaning to terms and ideas. It explains what something is like or defining
something.

I AM A FILIPINO
By Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain future. As such I must prove
equal to a two-fold task–the task of meeting my responsibility to the past, and the task of
performing my obligation to the future.
I sprung from a hardy race, child many generations removed of ancient Malayan pioneers.
Across the centuries the memory comes rushing back to me: of brown-skinned men putting out
to sea in ships that were as frail as their hearts were stout. Over the sea I see them come, borne
upon the billowing wave and the whistling wind, carried upon the mighty swell of hope–hope in
the free abundance of new land that was to be their home and their children's forever.
This is the land they sought and found. Every inch of shore that their eyes first set upon, every
hill and mountain that beckoned to them with a green-and-purple invitation, every mile of rolling
plain that their view encompassed, every river and lake that promised a plentiful living and the
fruitfulness of commerce, is a hallowed spot to me.

By the strength of their hearts and hands, by every right of law, human and divine, this land and
all the appurtenances thereof–the black and fertile soil, the seas and lakes and rivers teeming
with fish, the forests with their inexhaustible wealth in wild life and timber, the mountains with
their bowels swollen with minerals–the whole of this rich and happy land has been, for centuries
without number, the land of my fathers. This land I received in trust from them and in trust will
pass it to my children, and so on until the world is no more.

I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered down the
centuries in deeds of courage and defiance. In my veins yet pulses the same hot blood that
sent Lapulapu to battle against the first invader of this land, that nerved Lakandula in the combat
against the alien foe, that drove Diego Silang and Dagohoy into rebellion against the
foreign oppressor.

That seed is immortal. It is the self-same seed that flowered in the heart of Jose Rizal that
morning in Bagumbayan when a volley of shots put an end to all that was mortal of him and
made his spirit deathless forever, the same that flowered in the hearts
of Bonifacio in Balintawak, of Gregorio del Pilar at Tirad Pass, of Antonio Luna at Calumpit;
that bloomed in flowers of frustration in the sad heart of Emilio Aguinaldo. Close at Palanan, and
yet burst forth royally again in the proud heart of Manuel L. Quezon when he stood at last on the
threshold of ancient Malacañang Palace, in the symbolic act of possession and racial vindication.

The seed I bear within me is an immortal seed. It is the mark of my manhood, the symbol
of dignity as a human being. Like the seeds that were once buried in the tomb
of Tutankhamen many thousand years ago, it shall grow and flower and bear fruit again. It is
the insignia of my race, and my generation is but a stage in the unending search of my people for
freedom and happiness. I am a Filipino, child of the marriage of the East and the West. The East,
with its languor and mysticism, its passivity and endurance, was my mother, and my sire was the
West that came thundering across the seas with the Cross and Sword and the Machine. I am of
the East, an eager participant in its spirit, and in its struggles for liberation from the imperialist
yoke. But I also know that the East must awake from its century sleep, shake off the lethargy that
has bound his limbs, and start moving where destiny awaits.

For I, too, am of the West, and the vigorous peoples of the West have destroyed forever the
peace and quiet that once were ours. I can no longer live, a being apart from those whose world
now trembles to the roar of bomb and cannon-shot. I cannot say of a matter of universal life-and-
death, of freedom and slavery for all mankind, that it concerns me not. For no man and no nation
is an island, but a part of the main, there is no longer any East and West–only individuals and
nations making those momentous choices which are the hinges upon which history resolves.

At the vanguard of progress in this part of the world I stand–a forlorn figure in the eyes of some,
but not one defeated and lost. For, through the thick, interlacing branches of habit and custom
above me, I have seen the light of the sun, and I know that it is good. I have seen the light
of justice and equality and freedom, my heart has been lifted by the vision of democracy, and I
shall not rest until my land and my people shall have been blessed by these, beyond the power of
any man or nation to subvert or destroy.
I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove worthy of
my inheritance? I shall give the pledge that has come ringing down the corridors of the centuries,
and it shall be compounded of the joyous cries of my Malayan forebears when first they saw the
contours of this land loom before their eyes, of the battle cries that have resounded in every field
of combat from Mactan to Tirad Pass, of the voices of my people when they sing:
Land of the morning,
Child of the sun returning–
****
Ne’er shall invaders
Trample thy sacred shore.

Out of the lush green of these seven thousand six hundred forty-one islands, out of the
heartstrings of one hundred million population all vibrating to one song, I shall weave the mighty
fabric of my pledge. Out of the songs of the farmers at sunrise when they go to labor in the
fields, out of the sweat of the hard-bitten pioneers in Mal-lig and Koronadal, out of the silent
endurance of stevedores at the piers and the ominous grumbling of peasants in Pampanga, out of
the first cries of babies newly born and the lullabies that mothers sing, out of the crashing of
gears and the whine of turbines in the factories, out of the crunch of plough-shares upturning the
earth, out of the limitless patience of teachers in the classrooms and doctors in the clinics, out of
the tramp of soldiers marching, I shall make the pattern of my pledge:
“I am a Filipino born to freedom, and I shall not rest until freedom shall have been added unto
my inheritance—for myself and my children and my children’s children—forever.

Comparison and contrast are the ability to analyze and identify both the similarities
(comparisons) and differences (contrasts) between two or more subjects, ideas, or concepts,
allowing you to effectively evaluate and discuss them side-by-side; essentially, it's about looking
at how things are alike and how they are different.

Before you can compare and/or contrast two things, you must be sure a basis for
comparison exists—that the two things have enough in common to justify a comparison. For
example, although apples and oranges are very different, they share several significant elements:
they are both fruit, grown on trees and give juice. Without these shared elements, there would be
no basis for analysis and nothing of importance to discuss.

Cause-and-effect relationship determines the reason for the existence of the condition and its
consequences or outcomes. We use specific signal word to show cause-and-effect relationship.

CLASSICAL VS. POPULAR MUSIC

By James Manheim

“Do you like classical music?" Some people answer, "Yes, but I don't know anything about
music." Well, if you've encountered a piece of classical music that you loved, then you know
more than you think you do. Classical music is everywhere around us - in movies, in television
commercials, in schools, in the memories of our parents and grandparents. Anywhere that it's
caught your attention is a good place to start.

Whether you learn classical harmony or rock guitar, you'll study chords and how they fit
together. Musicians don't tend to worry much about categories. Classical and popular music
share many aspects of musical language. Yet there are some big differences as well. While
coming from popular to classical music is less of a leap than you might think, there are a few
ways in which you would need to retune your ears. One important difference is in regard to
duration. Popular songs are usually short; mostly under five minutes. Classical compositions, on
the other hand, range from 20-seconds to well over an hour, but the general average is between
15 and 45 minutes. Another difference is that popular music is mostly vocal music. Whatever the
style, there is usually a singer and a text which carries the biggest part of the music's meaning.
But vocal music is only a province of classical music. Even in the realms of opera and art song,
the music itself is the message.

Though classical music is very much a living tradition today, it also has a thousand-year history
of being preserved for posterity through musical notation. Popular music, sometimes notated,
most often includes spontaneous elements. Though it has a deep history of its own, our
knowledge of music that was never written down is limited to a period beginning just over a
century ago, when the first recordings were made. Whereas popular music, very broadly
speaking, depends on interaction between performer and song, classical music rests on a triad:
performer, composition, and composer.

And generally speaking, the dynamic range, the difference in volume between the loudest and
the softest moments, is greater in classical music than in pop. Some classical pieces are very
loud, some are very soft, and some vary widely within a single piece, sometimes so extremely
that before digital recording techniques, it was nearly impossible to capture the full range. It's no
accident that the salesperson at a high-end stereo shop will bring out a classical CD to
demonstrate what a fine pair of speakers can do.