Reading and Writing Skills

Governor Pack Road, Baguio City, Philippines 2600

Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: email@[Link]; Website: [Link]

MODULE 4 – RW Subject Teacher:

PROPERTIES OF A WELL-WRITTEN TEXT AND EXPLICIT AND

IMPLICIT CLAIMS IN A TEXT

At the end of this module, the student will be able to:

1. Define the properties of a well-written text;
2. Differentiate cohesion and coherence;
3. Understand the roles of each properties; and
4. Apply the features of various properties of a well-written text.
5. Identify claims implicitly and explicitly made in a written text;
6. Differentiate the different types of claims;
7. Determine the characteristics of a good claim;
8. And, defend one’s claim in a debate

A well-written text must consider the following to be able to express meaning in writing:

A. ORGANIZATION
a. It refers to the arrangement of ideas in a text.

b. It is achieved when ideas are logically and accurately arranged focusing on the proper order
of ideas, incidents, evidences or details in paragraphs.

c. It helps the reader’s attention on the text since proper flow of information or storyline would
keep them on the loop.

PATTERNS OF ORGANIZATION

Simple Listing - Items are randomly listed in a series of supporting facts or details. These supporting
elements are of equal value, and the order in which they are presented is of no importance.
o Signal words for listing- In addition, another, some, for example etc.

Definition - In academic writing, an entire paragraph is devoted to defining a concept and then
further expanded with examples and restatements.
o Signal words for definition- Is defined as, refers to, means, is described as, is
called etc.

Chronological Order or Sequence - A chronological pattern arranges information according to

a progression of time, either forward or backward.
o Signal words for chronological order- first, second, third, before, after, until, next
etc.

B. COHERENCE
a. Refers to the overall sense/ logical flow of idea in a passage which includes the main
point of sentences and main point of each paragraph
b. Focuses the reader’s attention on the main ideas and the specific people, things and
events you are writing about in a logical manner
 Reading and Writing Skills
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: email@[Link]; Website: [Link]

MODULE 4 – RW Subject Teacher:

THREE WAYS OF DEFINITION EXAMPLE

ORDERING IDEAS TO
ACHIEVE COHERENCE
SPATIAL ORDER It organizes information based Starting at the entrance of the park, you'll see the
on it location or physical playground to the north, with the picnic area just to
position in space. the east of it. As you walk further south, you'll pass
the duck pond on your left and the flower gardens
on your right. The walking trails meander around the
entire perimeter, connecting all the major
attractions.
ORDER OF In this order, a writer can move In the event of a fire, the most important action is to
IMPORTANCE from least important to the evacuate the building immediately, following the
most important idea, ending designated escape routes. Once outside, it is crucial to
the text on a strong note. call emergency services to report the fire. Finally, notify
Reversed order is also possible your supervisor or building manager of your location
depending on the writer’s and any additional information that might assist the
choice. emergency responders.

CHRONOLOGICAL It means ‘in the order of To bake a cake, first preheat the oven to 350
occurrence.” When a topic is degrees Fahrenheit. Next, mix the flour, sugar, and
ORDER best understood in terms of baking powder in a large bowl. Then, in a separate
different segments of time, a
bowl, whisk together the eggs, milk, and vanilla
chronological format works
well extract. Slowly combine the wet and dry ingredients,
stirring until smooth. Pour the batter into a greased
cake pan and bake for 30 minutes. Finally, let the
cake cool before frosting and serving.

C. COHESION
a. Concerns with the flow of sentences and paragraphs
b. Achieved when the writer can smoothly transition from one sentence to another
c. Talks about tying together the information in a text which allows writers to make multiple
references to people, things and events without reintroducing them at each turn.
d. Continuity of style throughout the work helps in maintaining concept and theme.
TECHNIQUES TO IMPROVE PARAGRAPH COHESION

1. Transitions- Use a conjunction or conjunctive adverb to link sentences with particular

relationships.

2. Repetition- Repeat a significant word from the previous sentences to keep the
connection of the two terms intact.

3. Synonymy- If direct repetition is too obvious, use a synonym of the word you wish to
repeat. This strategy is called ‘elegant variation’

4. Antonymy- Using the opposite word can create sentence cohesion since in
language antonym actually share more elements of meaning.

Coherent but not “The sun rises in the east. Elephants are large animals. Water is essential
Cohesive for life.”

Cohesive but not “Despite the rain, the cake baked perfectly. Therefore, since it was a
Coherent sunny day, the dog barked loudly.”
 Reading and Writing Skills
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: email@[Link]; Website: [Link]

MODULE 4 – RW Subject Teacher:

“The sun rises in the east and sets in the west, which is why we often
Cohesive and refer to the east as the direction of dawn. As the day progresses, the
Coherent sun travels across the sky, providing light and warmth.”

D. LANGUAGE USE
• Refers to the acceptable style of language for a particular form of text
• Also refers to the level of language and consideration for the informal and
conversational terms that will be used sparingly
• An effective language is: Specific, Concise, Familiar, Correct and Appropriate
PRINCIPLES IN LANGUAGE USE
1. Use clear and concise sentences.
2. Avoid redundancies, clichés, and wordiness.
3. Use precise vocabulary. Be accurate.
4. Avoid sexist language.
5. Use an appropriate level formality.
THINGS TO CONSIDER IN LANGUAGE USE

1. Colloquialism- refers to the usage of informal or everyday language. It is generally geographic in

nature; thus, a colloquial expression often belongs to a regional or local dialect.

2. The Text’s Readability - when a writer has put his target audience in mind, he would be more careful
with his language use. A reading text must fit with the reader’s language skills. Different texts
require different reading levels, each being adjusted to the range of vocabulary of the target
readers.
3. The Text’s Variation – (a) For formal research and scientific papers, language tends to be more
complex and (b) for business correspondence the style must be concise and formal which is why
writers of such texts should avoid wordy phrases and must have courteous tone to it.

E. MECHANICS
• This refers to the following:
✓ Punctuation
✓ Spelling
✓ Numerals
✓ Abbreviations
✓ Acronyms, and
✓ Contradictions

F. WRITING STRUCTURE
• This refers to the following:

1. Target audience of your writing - Excellent writing often includes the advice that a writer should write
for themselves. However, a writer must still consider the audience for whom he is writing to.

2. Flow of Information - This is best achieved by consulting the methods of organization the writer has used.
Regardless of whether the work is a formal research paper or a creative piece, research is necessary to
secure that all needed information for the text are presented in a logical and organized sequence.

3. The foundation of your writing - This is where your story starts. Determine the goals of the story or the aim of your
paper.
 Reading and Writing Skills
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: email@[Link]; Website: [Link]

MODULE 4 – RW Subject Teacher:

4. The beginning of your story - (a) Determine if you want to begin with world-building, explaining the universe
that your story is settled in. (CREATIVE WRITING); and (b) Formal research papers are more straightforward;
everything begins at the thesis. (RESEARCH PAPER)

5. Which direction do I want to avoid with this topic? - Because you have determined the audience, you are
also well aware of what the boundaries need to be set in terms of sensitive topics.

I. Explicit and Implicit Information

Being able to recognize explicit and implicit information is crucial when it comes to critical
reading. These are the terms normally used in critical reading. Know the meaning of each term
for you to be able to understand and analyze a reading material (Antonio et al., 2017).

Key Words Definition Examples

1. Explicit • Explicit information is clearly “The checking of journal notebook will be
stated and directly expressed, every first meeting of the week.”
leaving no room for ambiguity
or interpretation. “She is angry.”
• It is information that is clearly
articulated in the text or “The store closes at 9PM”
speech.
• Straightforward and requires no
additional thinking to
understand
2. Implicit • Implicit information is not “Prepare your journal notebook next
directly stated but is implied or week.”
suggested.
• The meaning is understood
through context, tone, or "She slammed the door on her way out."
underlying messages.
• requires the reader to pick up “The employees started locking the doors
on subtle cues or context and turning off the lights."
3. Inference • Inference is the process of Based on the statement, you may infer
drawing a conclusion based on that checking of journal will be held next
evidence and reasoning, rather week.
than from explicit statements.
• It involves using the information Based on the descriptions, you may infer
provided to deduce something that she is angry.
not directly stated.
• an active process where the Based on the description/ statement, it’s
reader or listener draws a nearly 9pm.
conclusion based on what is
both explicitly and implicitly
provided

I. Claims in a Text
• The central point or main argument of the author, which is otherwise known as a “claim”
• Define the argument’s focus and guide the reader toward the conclusion wishes to
establish

Characteristics of a Good Claim (Ambida, et al., 2017)

1. It should be debatable or arguable. It should make a point about the topic.
2. It should express the writer’s unique view of the topic.
3. It is not neutral. It asserts the writer’s position about a particular issue or topic.
 Reading and Writing Skills
4. It should bePack
Governor clearly worded
Road, Baguio and 2600
City, Philippines specific.
5. It should be logical and rational.
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: email@[Link]; Website: [Link]

MODULE 4 – RW Subject Teacher:

Three Types of Claims (Madrid & Labis, 2019)

TYPE OF CLAIM DEFINITION EXAMPLES
Claim of Fact • Asserts if a statement is true or false The average global
• Asserts if it has existed, be existing to exists in temperature has risen by 1.2
the future degrees Celsius over the last
century.
• It can either be accepted or rejected
whether it is true or false
• Must be accurate, explicit and not inferred Reading regularly improves
vocabulary and
comprehension skills.
Claim of Value • Assertion based on a person’s belief on Social media has a negative
morality impact on teenagers' mental
• It claims whether a statement is morally good health.
or bad and right or wrong
• It is often subjective depending on the writer’s Honesty is the most important
standard or values quality in a friendship.
• The evidence required to consider a
particular claim of value is a set of standards
that can serve as a basis for the claim,
examples that clarify abstract values, and
credible authorities that support the claim.
Claim of Policy • Statements claim that a certain policy should The school should implement
be implemented or something needs to be no sticker- no entry policy for
done in order to solve a problem cars to avoid entry of
• Usually starts with should, ought to, must… random people and for the
safety of the students.
• It answers the questions “Is it an effective
solution to the problem?” “Does the claim
solve the problem?” Governments should
• The evidence needs to be justifiable and regulate social media
probable companies to prevent the
spread of harmful content.

Evaluating Author’s Claims (Ambida et al.,2017)

1. Be sure that the claims are supported by strong arguments based on the premises that are reasonable..

2. Be mindful of the author’s approach in building his or her case. Accordingly, trace his or her logical
step-by-step approach in supporting his or her claim. Keep your eyes on non-sequitur (ideas that
do not follow).

3. Check for facts, statistics, and sources cited by the writer in his or her text. The presence of these in a text
makes it more credible, reliable, and substantial. Be discerning with the arguments based on
rhetoric, which normally appeals to emotion. Strong arguments are backed up by evidence,
which appeals to logic.

4. Distinguish facts from opinions. Facts are statements that can be verified or proven through
observation, empirical evidence, and research. Opinions are assertions that are hardly
verifiable because of their ambiguity and subjectivity.
 Reading and Writing Skills
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: email@[Link]; Website: [Link]

MODULE 4 – RW Subject Teacher:

5. For general or broad claims, look for a more substantive evidence to prove the argument. However,
specific or narrow claims, with their limitations or exceptions, are unlikely to necessitate a lot of
convincing from the reader.

6. Determine the evidence from the text, which supports the writer’s claim. Evidence refers to the details and
explanations found in the text to prove the assertion made by a writer. It includes facts, statistics,
empirical studies, research data, scholarly work, and expert’s opinions among others.

Antonio, M. M., Sarte, M. B., Inigo, M. R., & Tangonan, O. L. (2017). Reading and Writing Skills for
Senior High School Students. Malabon City: Mutya Publishing.

Ambida, R. S., Alipio, C. D., & Oandasan, R. L. (2017). Reading and Writing Skills for Senior High School.
Malabon City: Mutya Publishing.

Malata-Silva, J. H., Cruz, C. O., & Marcial, A. T. (2018). Reading and Writing Skills (1113171066 841201714 E. G.
Centeno, Ed.). Quezon City: IBON Foundation.

Madrid, M. A., & Labis, J. V. (2019). Reading and Writing Skills for 21st Century Learners. Quezon City: The
Inteligente Publishing
Menoy, J. & Constantino, G. (2016). Reading and Writing Skills. Mandaluyong City. Books atbp.
Publishing Corp.

Nordquist, R. (2019, October 16). Explicit definition and examples in grammar. ThoughtCo.
[Link]

Nordquist, R. (2019, August 13). Implicit meaning and implicature in English. ThoughtCo.
[Link]

Sandagan, L. (2016). Reading and Writing Skills. Pasay City. JFS Publishing Services

Cidro, M., Gasulas, A., Lusica, F., Mallari, A., Mendoza, L., Miranda, A. & Yabut, D. Reading and Writing
Skills Senior High School. Quezon Avenue. Pheonix Publishing House Inc.

Elcomblus. (2020). Properties of a Well-Written Text. Retrieved from

[Link]

Toulmin, S. E. (2003). The Uses of Argument (Updated Edition).

Cambridge University Press.

Holy Angel University. (n.d) Properties of a Well-Written Text. Retrieved from

[Link]
OPERTIES_OF_A_WELL_WRITTEN_TEXT
 Reading and Writing Skills
Governor Pack Road, Baguio City, Philippines 2600
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section:
Email: email@[Link]; Website: [Link]

MODULE 4 – RW Subject Teacher: