READING AND WRITING Flashcards
1
Q
● writing a paragraph involves deep understanding of how one can achieve well-focused and unified ideas in a composition.
● it is important to use strategies developing ideas using a particular pattern.
A
Narration
2
Q
contains the plot which gives direction in making a story.
A
NARRATIVE TEXT
3
Q
help to create unified thought and to show the transition of events to the next.
A
SIGNAL WORDS
4
Q
○ helps to show the reader how the story moves
○ most of the common transitional words are first, next, then, after and suddenly.
○ it is also important to give specific details in pointing out the direction of the story.
A
CHRONOLOGICAL ORDERING OF EVENTS
5
Q
Signal Words for Chronology
A
about, after, at
afterwards, as
soon as, at
this/that point
Tomorrow, until,
when, yesterday
before, during, first,
eventually, finally,
immediately
prior to, second, soon,
then, till, today
in the meantime,
later, meanwhile,
next, next week,
presently
6
Q
- helps you create a vivid picture of what you are trying to express through written text.
- Plays an important role to elucidate the nature of people, places and things.
- series of detailed observation about the subject can help you create a good descriptive paragraph.
- this involves the use of adjectives and adverbs in the paragraph.
A
DESCRIPTION
7
Q
○ kind of words that we used to describe how your subject looks, sounds, feels, smells or even tastes.
○ also concerns how you will arrange the details to provide an image of the scene, the person or the object you are trying to describe in your text.
A
SENSORY LANGUAGES
8
Q
TYPES OF DESCRIPTION (OS)
A
OBJECTIVE
SUBJECTIVE
9
Q
○ where the writer presents impartial and actual picture of the subject without biases
○ excludes personal impression of the subject
A
OBJECTIVE DESCRIPTION
10
Q
○ writer gives personal impression of what is observed.
○ is often used in making fiction stories.
A
SUBJECTIVE DESCRIPTION
11
Q
a brief statement or account of the main
points of something.
A
SUMMARY
12
Q
Signal Words for Spatial Pattern or Visual Description
A
above, across, adjacent
to, against, along,
alongside, amidst
in front of, inside, into,
near, off, on, on top of
around, away
from, back
of, behind,
below,
beneath,
beside
between, beyond, by,
down, farther, here, in
onto, opposite of,
outside, over,
throughout, to the
right, under
13
Q
— provide concise but exact meanings of
unfamiliar words and explain special meanings for familiar words.
一 are often used to explain technical words and concepts.
一 what to define always depends on the needs of the reader and the purpose of communication.
A
DEFINITION
14
Q
METHODS OF DEFINITION (IF)
A
INFORMAL DEFINITION
FORMAL DEFINITION
15
Q
is either denotation or connotation.
A
INFORMAL DEFINITION
16
Q
wo types of informal defition (DC)
A
DENOTATION
CONNOTATION
17
Q
— is the dictionary meaning of the word.
— the literal meaning of the word.
A
DENOTATION
18
Q
— is the secondary meaning of a word.
— it is how a writer understands a word based on their own personal or consensual experiences.
A
CONNOTATION
19
Q
3 PRINCIPLE PARTS OF FORMAL DEFINITION
A
SPECIES (WORD)
GENUS (CLASS)
DIFFERENTIAE
20
Q
■ the name of the object, process, or
concept defined.
■ usually followed by “is” and “are” and
the class.
A
species (WORD)
21
Q
■ general group to which the objects
belongs.
A
genus (CLASS)
22
Q
■ is an element, feature, or factor that
distinguishes one entity, state, or class
from another.
A
differentiae
23
Q
EXPANDED OR EXTENDED DEFINITION(7)
A
○ by stating its characteristics
○ by function
○ by what it is not
○ by what it is similar to
○ by examples
○ by origin of word or etymology
○ by its effect
24
Q
SIGNAL WORDS FOR DEFINITION
A
is defined as
as defined
means
refers to
to define
to illustrate
25
basic parts of unique patterns of development in writing exemplification and classification paragraphs
一 topic sentence
一 classifications (types, categories)
一 examples (illustrations)
一 transitional expressions
26
○ also called as illustration
○ is the most common and effective pattern to explain an idea or point.
○ in developing this kind of paragraph, the writer develops a general statement - the topic sentence, with one or more examples to support it.
EXEMPLIFICATION
27
○ function to connect one idea to another between or within sentences and to alert readers to connections between paragraphs or blocks of the text.
○ they are signals that help readers follow the direction of your thoughts as a writer.
TRANSITIONAL EXPRESSIONS
28
transitional expressions of exemplification(7)
for example
to illustrate
namely
to be specific
in short
to clarify
as an example
29
○ is used when a writer needs to sort out or arrange subjects to groups or categories based on their common and shared characteristics.
CLASSIFICATION
30
transitional expressions of classification
classified as
one kind
the last group
another kind
another
final type
the first category
are categorized as
the next part
31
→ discusses elements or ideas that are similar.
→ cohesive devices include likewise, similar to, same with, like, in the same manner, etc.
COMPARISON
32
→ discusses elements or ideas that are different.
→ cohesive devices include on the other hand, however, while, different with, in contrast, etc.
CONTRAST
33
COMPARISON (SIMILARITIES) COHESIVE DEVICES
○ equally, as with, in the same way, just as
○ not only ... but also
○ also, compared to
34
CONTRAST COHESIVE DEVICES
○ but, unlike, whereas, alternatively
○ conversely, nevertheless, instead
○ on the contrary
35
● analyzes two subjects; comparing, contrasting, or both
● purpose is not to simply state the obvious but to illustrate subtle differences or unexpected similarities between two subjects.
A COMPARE AND CONTRAST ESSAY
36
TWO WAYS TO ORGANIZE A COMPARISON OR
CONTRAST PARAGRAPH (BP)
BLOCKE METHOD
POINT-BY-POINT
37
○ compares and contrasts two subjects one at a time.
○ Subject A is analyzed first, then followed by Subject B
BLOCK METHOD
38
○ this method addresses both subjects by their
similarities and differences.
○ outlines focus on the topics of similarities or differences and then view each item in comparison.
POINT - BY - POINT
39
● is a text development pattern which explains why something happens.
● this also states what results a particular event
produces.
● usually gives a statement emphasizing the cause and another emphasizing the effect.
Cause and Effect
40
Patterns of Development in Writing across Disciplines (8)
I. Narration
II. Description
III. Definition
IV. Exemplification and Classification
V. Compare and Contrast
VI. Cause and Effect
VII. Problem - Solution
VIII. Persuasion
41
guide questions that can be used for cause-effect development:
一 why did it happen?
一 what caused it?
一 what does it cause?
一 what are the effects?
一 how is it related to something else
42
signal words for CAUSE
as a consequence of
as a result of
because
because of
now that
since
43
signal words for EFFECT
accordingly
consequently
hence
so
therefore
and this resulted in
44
● a writing style where information in a passage is expressed as an issue and something that can be or should be done to solve this issue.
● a method for analyzing a topic by identifying a problem and proposing one or more solutions.
Problem - Solution
45
presents a problem, usually discussing several aspects of the problem, then concludes by discussing solutions to the problem.
PROBLEM - SOLUTION ESSAY
46
the words used to described the subject
sensory language
47
The problem may be addressed in the following ways (3)
EFFECTS ONLY
CAUSE AND EFFECT
EXTENDED EXAMPLE
48
● may be presented in various ways and you have to think about which way would be the most appropriate for the particular problem you are discussing.
SOLUTIONS
49
SOME WAYS TO PRESENT SOLUTIONS (4)
1. PREVENTIVE MEASURES
2. A SERIES OF STEPS
3. ADVICE
4. A CHOICE OF SOLUTIONS
50
STEPS IN DEVELOPING A PROBLEM - SOLUTION TEXT (7)
1. Define the problem to be solved
2. Decide how to organize your writing
3. Gather supporting information
4. Write a thesis statement
5. Support your thesis with examples and details
6. Brainstorm to identify several solutions
7. Write a strong conclusion
51
● focuses on how you can state details through
presenting your views and encouraging your target readers to accept your argument
Persuasion
52
— can be in the form of an
argument, discussion, exposition, review or even an
advertisement.
PERSUASIVE TEXT
53
FORMS OF PERSUASION (5)
○ argument
○ exposition
○ discussion
○ review
○ advertisement
54
HOW TO DEVELOP A PERSUASIVE TEXT
1. State the issue — will serve as a background
information about the topic.
2. Followed by a clear, strong, and specific argument
3. A conclusion restating the main argument of the text— this will be the end of the text. This will be your final statement to persuade your readers.
55
— one's claim or position that can either
support or reject the issue previously stated.
一 shall be supported with a well-researched evidences, which will give details on how and why it supports the argument
ARGUMENT
56
— can be factual, logical, statistical or anecdotal in nature.
一 can also explain counterarguments to enlighten the readers about other positions not because the writer wants to prove which claims are wrong or right.
EVIDENCE
57
Guide Questions in Constructing a Persuasive Text (5)
○ What is the issue?
○ What is your position or opinion?
○ What is the opposing position / opinion?
○ What are some reasons for your position or opinion?
○ What are some cases or examples that support this?
58
signal words for EMPHASIZING A POINT :
○ Again, for this reason, in fact
○ In that case, indeed
○ To emphasize, to repeat
○ Truly, with this in mind
59
signal words for CONCLUDING AND SUMMARIZING :
○ Accordingly, all in all, as a result, as I have said
○ Consequently, due to, finally, in any event
○ In brief, in conclusion, in short, in summary,
therefore, to sum up
○ Inevitably, on the whole, since, thus, in essence, in the nutshell
60
signal words for CONCEDING A POINT :
○ Admittedly, assuredly, certainly, granted
○ It is true that, needless to say, no doubt
○ Obviously, of course, to be sure
○ True, undoubtedly, unquestionably
61
Properties of a Well – Written Text (4)
I. Organization
II. Coherence and Cohesion
III. Language Use
IV. Mechanics
62
● a well-organized piece of writing is not only clear but also logical and aesthetic.
● existence of organizational markers and coherent flow of ideas are typically the focus in evaluation of writing (Dayagbil 2016, 63-64).
ORGANIZATION
63
help you understand how to organize your understanding of the text or story, then later, to apply it in your own composition.
SEQUENCING EVENTS
64
two basic features that facilitate textual continuity.
COHERENCE AND COHESION
65
paragraph level, as a whole
COHERENCE
66
sentence level, individual
COHESION
67
— refers to the rhetorical aspects of your writing, which include developing and
supporting your argument (e.g. thesis statement development), synthesizing
and integrating readings, organizing and clarifying ideas.
COHERENCE
68
— unifying ideas by binding words, phrases, sentences and paragraphs, thus, show
relationships and smooth “text flow”.
COHESION
69
also called conjunctive adverbs
or adverbial conjunctions.
transitional devices
70
a rigorous activity.
Writing
71
● no matter how good and substantial the content of a document is, if it’s not carefully written as to how you, as the writer, would like to present it to your readers, your purpose will not be served wisely.
● you are responsible to choose the appropriate language to be used and to regard the objective of the writing, the context in which it was written and the target audience in mind
LANGUAGE USE
72
5 MAJOR ISSUES WITH APPROPRIATE LANGUAGETHAT SHOULD BE AVOIDED
→ as identified by (Purdue Online Writing Lab 2020)
1. FORMALITY OF THE LANGUAGE
2. JARGONS / SPECIALIZED LANGUAGE
3. SLANGS AND IDIOMS
4. EUPHEMISMS
5. BIASED LANGUAGE
73
○ should depend on how formal the situation is and how the writer and the reader are related to one another.
FORMALITY OF THE LANGUAGE
74
○ these are used by groups of individuals in the same field, should only be used if the target readers belong to the same group.
JARGONS / SPECIALIZED LANGUAGE
75
are words, phrases, or expressions that do
not literally mean what they express (like “frenemy” to describe someone who is both a friend and an enemy).
Slangs
76
or expressions whose meaning is different
from the meanings of the individual word it contains (like “to kill two birds at one stone”, which means to get two things done with a single action.
Idioms
77
○ are words that veil the truth.
○ example :
■ “virtually challenged” instead of short
■ “passed away” instead of died
■ other deceitful language
EUPHEMISMS
78
○ avoid using any biased language including those associated with any racial, ethnic, group, or gender.
BIASED LANGUAGE
79
an effective language can be characterized as:
● Concrete and specific, not vague and abstract
● Concise, not verbose
● Precise and clear, not obscure
● Constructive, not destructive
● Appropriately formal, not slang
80
● is essential in all types of writing bec mechanics ause it describes the technical aspects of writing.
● serves as a road sign to guide learners like you on how to use words appropriately in terms of conventions such as spelling, punctuation, capitalization, and
others.
MECHANICS
81
require existence of a debatable issue.
ARGUMENTS
82
things that are known or proven to be true.
FACTS
83
a view or judgment formed about something, not necessarily based on fact or knowledge.
OPINION
84
a belief, an argument, a stand.
can be directly and indirectly stated.
CLAIM
85
should be argumentative & debatable,
specific & focused, interesting & engaging, and logical.
GOOD CLAIM
86
— directly & clearly stated
— it is when you can easily
point out the information in
the passage
EXPLICIT CLAIM
87
— indirectly expressed
— you need to look for clues
or make inferences to
understand its meaning.
IMPLICIT CLAIM
88
Characteristics of a Good Claim (6)
● A claim is the foundation of an essay.
● A claim defines the essay ’s goals, direction and scope
● A claim must be argumentative.
● A claim should be specific.
● A claim is NOT a statement of fact.
● A claim is NOT merely an opinion.
89
TYPES OF CLAIMS (3)
Claims of Fact
Claims of Value
Claims of Policy
90
● statement that reports, describes, predicts and makes causal claims on whether something is a settled fact.
● asserts that a condition has existed, exists, or will exist just like any claim.
● supported by factual data like :
一 statistics
一 experts’ opinion
CLAIMS OF FACT
91
● are evaluative statements
● when you compare something
● statements about which is better, more important, more
desirable, more needed, or more useful.
● may also relate to what is good or bad.
● it is making claim that something is good or bad or one
thing is better than another.
● it calls into question a standard of comparison : bad as
compared to what, good as compared to what?
CLAIMS OF VALUE
92
● are all about what should be
● they say, imply, or suggest that a particular situation
should arise.
● prescribe a particular course of action that would lead
to condition.
● they are usually made in relation to solving societal
problems.
● an argument that urges action
● asserts that something should or should not be done
by someone about something
● proposes some specific course of action but not
necessarily be taken
● keyword : “should” — implies that some action ought to
be taken.
CLAIMS OF POLICY
93
● an author’s life is related to his/her works
● factors that may influence an author’s work :
一 author’s experience / memories (especially, his or her childhood memories).
一 feelings or emotions
一 environmental conditions
一 mind and thoughts
AUTHOR’S LIFE
94
● social, cultural, political, historical, & other related circumstances that surround the text & form the terms from which it can be better understood and evaluated.
● there is always an inspiration behind the writing of a text, and often, it leaves clues about the situation or the reality that served as the backdrop of the text.
● this backdrop, this situation, this reality is known as the context of the text.
● when analyzing the context to a work, we should ask the following questions:
一 how have specific events in the author’s life
shaped the work?
一 does the work reflect the author’s childhood or upbringing?
一 do any of the author’s major relationships serve as inspiration to the work?
一 what specific theme or themes appear in the
author’s life and his work?
CONTEXT
95
— it must have an aim or objective.
⤻ you need to know the reason why you are writing the text and what you intend to achieve from your readers.
⤻ to make them laugh, convince them to take actions, to let them understand something, and educate them.
PURPOSE
96
— know your audience.
⤻ you cannot always resonate to every single person in the world; you need to focus on a target audience.
⤻ you will be able to adjust the content, your use of language, and your style of presentation.
AUDIENCE
97
— your work needs substance.
⤻ apart from being considerate of your target audience, what will make them read the work is its content and meaning.
CONTENT & MEANING
98
● a nonlinear way of showing information.
● a link from a hypertext file or document to another location or file, typically activated by clicking on a highlighted word or image on the screen that is normally underlined in blue color.
HYPERTEXT
99
brings recent developments in reading.
innovation of technology
100
● the modeling of a text’s meaning by another text.
● this view recognizes that the text is always influenced by previous texts.
INTERTEXTUALITY
101
3 TYPES OF INTERTEXTUALITY
OBLIGATORY
OPTIONAL
ACCIDENTAL
102
○ when the writer deliberately involves a comparison or association between two or more text.
○ this relies on the reading or the understanding of a prior hypo text, before full comprehension of the hypertext
can be achieved.
○ for example, the music video for "Love Story" by Taylor Swift uses of a lot of imagery from the Romeo and Juliet - a classic novel, including the sets and costumes.
OBLIGATORY INTERTEXTUALITY
103
○ it is possible to find connection to multiple texts of a single phrase, or no connection at all.
○ the intent of the writer is to pay homage to the 'original' writers, or to reward those who have read the hypotext.
○ has a less vital important on the significance of the hyperlinks.
○ it is impossible, but not essential relationship that if, the connection will slightly shift the understanding of the text.
○ the use of optional intertextuality may be something as simple as parallel characters or plotlines.
○ for example :
1. J.K. Rowling's Harry Potter series shares many similarities J. R. R. Tolkien's Lord of the Rings trilogy.
2. the setting, costume, characters of the Netflix series "Stranger Things" is comparative to 'Star Wars' series.
OPTIONAL INTERTEXTUALITY
104
○ readers often connect a text with another text cultural practice or a personal experience without there being any tangible anchor point within the original text.
○ usually happens when reading a book or viewing a film, a memory will be triggered in the viewer's mind.
ACCIDENTAL INTERTEXTUALITY
