CORE112 Flashcards
LESSON
EMAIL WRITING
- Subject Line
a precise expectation-setting phrase for the recipient. When read, the recipient must know the purpose of the email.
- Greetings
first part of the actual message within the email that sets the tone of it. Preferably, here you address the recipient by their name. Good day, Mr. Andres Bonifacio
- Effective Communication
be clear with your email. Focus on one main point and organize your ideas properly.
- Balance
Find a balance between formality and friendliness. Always be respectful and avoid foul words. For academic purposes, write formally.
- Grammar
Use correct grammar when writing emails. Avoid slang and informal writing when writing complete sentences.
- Closing
finish off your email with a positive tone that includes a signature line. EX. Respectfully, Jose P. Rizal GE1Z Student.
- Formatting
make sure that your email follows proper format. For standard, use the font sizes ranging between 10-12 while aligning the text to the left.
LESSON
INTRODUCTION TO READING AND WRITING & READING STRATEGIES
- Language input skills
listening and reading
- Language output skills
speaking and writing
❖ READING
decoding and interpreting printed symbols for information gathering/generating.
1.
Always have clear goals in mind
2.
Looks over the text first while noting
3.
Often makes predictions
4.
Revises and constructs meaning while reading
5.
Researches on the meaning of unfamiliar words
6.
Compares prior knowledge with the text
7.
Knows the author of the text
8.
Monitors and adjusts their understanding of the text
9.
Evaluate the text’s value and react to it intellectually and emotionally
10.
Read various texts differently
11.
When reading expository texts, revise summaries of what one has read
12.
Understands the text processing before, during, and after reading
13.
Experience comprehension as a complex activity that is satisfying and productive.
❖ WRITING
productively expressing ideas and information with a group of people with a shared language to communicate with a purpose.
1.
Attentive to details and structure
2.
Knows its audience while writing.
3.
Disciplined in learning strategies for writing
4.
Discusses their ideas clearly
ADAL or “Accessible Documents for Academic Learning”
is a project initiated by the HUGAS Organization. This is a 1st Semester Midterm Reviewer for School Year 2024-2025 created by its mentioned contributors of the HUGAS Community.
5.
Has a strong vocabulary
6.
Not static; open to change
7.
Passionate about writing
❖ READING AND WRITING
produces kinds of academic papers through effective communication and information gathering.
1.
Present a polished professional image
2.
Consider whom one is communicating with
3.
Present a clear purpose to whom we are communicating to.
●
The tone is polite, but impersonal
●
Avoids using contractions and slang
●
Avoids using abbreviations
●
Maintains a serious tone
●
Uses proper punctuation and capitalization
●
Often uses “one” or “the reader” instead.
●
Sentence structure tends to be varied and includes lengthy and complex sentences
●
Word choice tends to be precise or technical
●
Contains unity of thoughts, coherence of ideas, and proper conventions of grammar.
●
The tone is more personal
●
Freely uses contractions and slang
●
Freely uses abbreviations
●
May use humor or more casual tone
●
Uses proper punctuation and capitalization
●
Freely uses first and second person pronouns
●
Sentence structure tends to be shorter
●
Word choice may be more vague
●
Usually is only focused on one general idea
1.
Contextualization
2.
Scanning, Skimming, Analyzing text structure
3.
SQ3R (Survey, Question, Read, Recite, Review)
4.
Survey
5.
Question (4W1H)
1.
Dictionary/thesaurus
2.
Word etymology
3.
Word structure
4.
Synonyms and Antonyms — only means the words have a certain degree of similarity
5.
Homonyms — same spelling: different meaning/pronunciation
6.
Heteronyms — same spelling: different meaning and/or pronunciation
7.
Homophone — same sound but different meaning
8.
Connotation and Denotation
9.
Context Clues
LESSON
PARAGRAPH WRITING
➔
Unit of thought made up of organized related sentences centered on a topic sentence.
- Topic sentence
what the paragraph is about.
a. Limited topic:
the subject
b. Controlling idea:
limitations to the scope of the paragraph.
- Supporting details
specifies the topic sentence with details.
a. Major Supporting details:
points back to the main idea.
b. Minor Supporting details:
explains and develops the major supporting detail
- Clinching Sentence
closes the paragraph
★
Make sure that your paragraph has unity and is coherent or that all your points are related to the main idea
LESSON
OUTLINING
❖ OUTLINE
a tool for organizing ideas both as a pre and post writing activity.
- Decimal Outline
(uses numbers)
- Alphanumeric Outline
(uses the alphabet and numbers)
Single-Level Outline
I.
Two-Level Outline
A.
Three-Level Outline
I.
