Applying-Properties-of-a-Well-written-Text.pptx

practice material

1. Applying Properties of a well-written text Samuel E. Sacapano Jr. Subject Teacher

2. “Bring the act of writing all of your craft, care, devotion, lack of humbug, and honesty of sentiment. And then write without looking over your shoulder for the literary police. Write as if your life depended on saying what you felt as clearly as you could, while never losing sight of the phenomenon to be described.”

3. LET’S Communicate A well-organized piece of writing is not only CLEAR but also LOGICAL and AESTHETIC.

4. 1. ORGANIZATION Strong organization constitutes proper paragraphing and logical order of presentations of ideas. Paragraphing is dividing a text into paragraph.

5. 1. ORGANIZATION Ostrom (1978) …averred that it is a way of making visible to the reader the stages in the writer’s thinking.

6. 1. ORGANIZATION The UNITY and COHERENCE of ideas among sentences is what makes the paragraph. The paragraph is essentially a unit of thought, not of length . It is also noteworthy to point out that length as well as the appearance does not define a paragraph.

7. 1. ORGANIZATION Blakesley & Hoogeveen (2008) …shed light on the nature of rhetorical situation. To them, the FORM, LENGTH, STYLE and POSITIONING of paragraphs will vary depending on the nature and conventions of the medium (print or digital), the interface (size and type of paper, screen resolution and size) and the genre.

8. 1. ORGANIZATION “The rhetorical situation should always guide your use of paragraphing. When you understand paragraph conventions, your audience and purpose, your rhetorical situations and your writing’s subject matter, you will be in the best position to decide how to use paragraphs strategically and effectively to teach, delight or persuade with your writing.”

9. 1. ORGANIZATION Paragraph is organizing ideas. To make your paragraph reader-friendly, BREAK UP THE MASS OF WORDS AND USE APPROPRIATE SIGNALS AS YOU MAKE A NEW POINT.

10. 1. ORGANIZATION Readers want to see how argument is advancing from one point to the next. An unparagraphed page gives the reader the feeling of hacking a way through a thick jungle without a track in sight – not very enjoyable and very hard work.

11. 1. ORGANIZATION Basic well-organized paragraph (STTC) Each paragraph must be build around a SINGLE idea termed as the “CONTROLLING IDEA” Create a topic sentence which is generally written as OPENING sentence of the paragraph. An appropriate TECHNIQUE must be employed to develop the topic sentence/key idea. Use appropriate CONNECTIVES between and within paragraph.

12. Coherence and cohesion COHERENCE …the rhetorical aspects of the writing, which include developing and supporting the argument, synthesizing and integrating readings, organizing and clarifying ideas. COHESION …focused on the grammatical aspects of writing.

13. Coherence and cohesion COHERENCE Summarizing the overall argument of an essay in the introductory paragraph Presenting ideas in a logical sequence Putting separate, major points into separate paragraphs Beginning each paragraph with a ‘topic sentence’, following by supporting sentences.

14. Coherence and cohesion COHESION …the degree to which sentences are connected so that the flow of ideas is easy to follow. To achieve good cohesion, you need to know how to use cohesive devices, which are certain words or phrases that serve the purpose of connecting two statements, usually by referring back to what you have previously written or said.

15. Cohesive devices Addition again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too Comparison also, in the same way, likewise, similarly. Concession granted, naturally, of course Contrast although, and yet, at the same time, but at the same time, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand Emphasis certainly, indeed, in fact, of course Examples or illustration after all, as an illustration, even, for example, for instance, in conclusion, indeed, in fact, in other words, in short, it is true, of course, namely Summary all in all, altogether, as has been said, finally, in brief, in conclusion, in other words, in particular, in short, in simpler term, in summary Time Sequence after a while, afterward, again, also, and then, as long as, at last, at length, at that time, before, besides, earlier, eventually, finally, formerly, furthermore, further, in addition, in the first place.

16. Look at the paragraph and answer the questions The ancient Egyptians were masters of preserving dead people’s bodies by making mummies of them. Mummies several thousand years old have been discovered nearly intact. The skin, hair, teeth, fingernails and toenails and facial features of mummies were evident. It is possible to diagnose the disease they suffered in life such as smallpox, arthritis and nutritional deficiencies. The process was remarkably effective. Sometimes apparent were the fatal afflictions of the dead people: a middle- aged king died from the blow on the head, and polio killed a child king. Mummification consisted of removing the internal organs, applying natural preservatives inside and out and then wrapping the body in layer bandages.

17. questions What is the topic sentence? Are the sentences that follow clearly related to the topic sentence? Is the entire paragraph unified? Does it contain irrelevant details?

18. Now, compare and contrast the aforecited paragraph with this one. ITALICS indicate pronouns and repeated/restated key words, BOLD indicates transitional tag words and UNDERLINING indicates parallel structure. The ancient Egyptians were masters of preserving dead people’s bodies by making mummies of them. In short , mummification consisted of removing the internal organs, applying natural preservatives inside and out and then wrapping the body in layer bandages. And t he process was remarkably effective. Indeed , mummies several thousand years old have been discovered nearly intact. Their skin, hair, teeth, fingernails and toenails and facial features are still evident . Their disease in life, such as smallpox, arthritis and nutritional deficiencies, are still diagnosable . Even their fatal afflictions are still apparent : a middle- aged king died from the blow on the head; a child king died from polio.

19. The paragraph is now more much more coherent. The organization of the information ad the links between sentences help the readers move easily from one sentence too the next. Notice how this writer use a variety of coherence devices, sometimes in combination, to achieve overall paragraph coherence.

20. Read the three paragraphs & give your comments on how the ideas are presented. Paragraph 1 The hotel is famous. It is one of the most well-known hotels in the country. The latest international dancing competition was held at the hotel. The hotel spent a lot of money to advertise the event. Because the hotel wanted to gain international reputation. But not many people attended the event.

21. Read the three paragraphs & give your comments on how the ideas are presented. Paragraph 2 The hotel, which is one of the most well-known hotels in the region, wanted to promote its image around the world by hosting the latest international dancing competition. Although the event was widely advertised, not many people participated in the competition.

22. Read the three paragraphs & give your comments on how the ideas are presented. Paragraph 3 The latest international dancing competition was held at the hotel, which is one of the most well-known hotels in the region. The hotel spent a lot of money on advertising the event since it wanted to enhance its international reputation; however, it failed to attract many people.

23. Rewrite the paragraph to make it more coherent. Use appropriate transitional expressions. The Human Resources department is developing a plan to increase employee retention. Three employees resigned from the accounting department last month. We had to hire temporary staff to fill the positions until new accounting staff could be hired. Many important accounting task went unfinished. Employee retention has become a top priority for Human Resources.

24. Certainly , employee retention has become a top priority for Human Resources. Hence , the Human Resources department is developing a plan to increase employee retention. After all , three employees resigned from the accounting department last month and many important accounting task went unfinished. Eventually , we had to hire temporary staff to fill the positions until new accounting staff could be hired.

25. LANGUAGE USE To communicate effectively, one must think about their STYLE, TONE and CLARITY of his/her writing, and adapt these elements to the reading audience. ANALYZING one’s audience and purpose is the key to writing effectiveness.

26. LANGUAGE USE The writer must consider the OBJECTIVE of the document, the CONTEXT in which it is being written, and who will be reading it. APPROPRIATE language increases one’s credibility, strengthens his argument and keep his audience.

27. LANGUAGE USE Major issues with appropriate language use a. Level of Language Formality Writing in a style that your audience expects and that fits your purpose is key successful writing.

28. LANGUAGE USE Major issues with appropriate language use b. In-Group Jargon Jargon refers to specialized language used by groups of like-minded individuals. Only use in in- group jargon when you are writing for members of that group. You should never use jargon for a general audience without first explaining it.

29. LANGUAGE USE Major issues with appropriate language use c. Slang and Idiomatic Expression Avoid using slang or idiomatic expressions in general academic writing.

30. LANGUAGE USE Major issues with appropriate language use d. Deceitful Language and Euphenisms Avoid using euphemisms (words that veil the truth, such as “collateral damage” for unintended destruction of civilian and their property) and other deceitful language.

31. LANGUAGE USE Major issues with appropriate language use d. Biased Language Avoid using biased language including language with racial, ethic group, or gender bias or language that is stereotypical.

32. The six (6) characteristics of effective language Concrete & Specific Language Concrete language includes descriptions which create tangible images with details the reader can visualize. Abstract language is vague and obscure and does not bring to mind specific visual images.

33. The six (6) characteristics of effective language He is a bad roommate. He is lazy and discourteous. He is untidy and unclean. He doesn’t clean up his own messes. He leaves his dirty dishes on the kitchen counter.

34. The six (6) characteristics of effective language Concise Language A hallmark of effective writers is the ability to express the desired message in as few words as possible. Good writers, in other words, use language which is straightforward and to-the-point.

35. The six (6) characteristics of effective language It is widely discussed by employees that many of them will be forced to change jobs and take on new responsibilities when the merger takes place between the two companies. Before making a decision about whether the person on trial is guilty or innocent in this case, the members of the jury should be sure to carefully think about, ponder and reflect on all of the important ad relevant testimonies in the case.

36. The six (6) characteristics of effective language Familiar Language Readers easily recognize and understand because they use it on a regular basis. One of the most important functions of language is to build a sense of commonality with one’s reader.

37. The six (6) characteristics of effective language Consider the following: An assignment given to a class of business students by their philosophy professor: “The presently assigned paper necessitates an eloquently articulated analysis of the Existentialist perspective as it pertains to contemporary living. You should adumbrate the points which represents the sine qua non of your analysis.”

38. The six (6) characteristics of effective language Consider the following: A letter sent to high school students warning them the risk of an unhealthy diet: “Individuals who maintain a diet of high fat content are exposed to an increased risk of developing atherosclerosis, which is a buildup of fat deposits on the inner wall of the arteries. This condition can reduce or cut off the flow of blood in the arteries serving the major organs of the body. This can lead to poor health.”

39. The six (6) characteristics of effective language Constructive Language …language phrases a potentially negative message in a positive way, whereas destructive language directs blame and criticism toward reader, creating defensiveness.

40. The six (6) characteristics of effective language Readers are likely to become defensive when the writer’s language expresses any or all of the following: Superiority over the reader Indifference or apathy about an issue of importance to the reader Negative evaluation or judgment of the reader (as oppose to neutral descriptions or observations Command or control over the reader Skepticism or doubt about the reader’s credibility or the legitimacy of their claims

41. The six (6) characteristics of effective language Consider the following examples. Boss to employee: “Your job performance recently has been unacceptable and there are no excuses for it. You have claimed that you are having some serious personal problems, but even if this is true, you cannot allow it to affect the quality of your work. If your work doesn’t improve, I’ll have to replace you with someone else.”

42. The six (6) characteristics of effective language Consider the following examples. Student to Instructor: “You have confused me so badly with your lectures that I don’t know what to do. I am considering dropping out and taking the class next quarter from Dr. Johnstone, who can explain the information much more clearly. I don’t want to drop out, but I have never been so frustrated with an instructor in my whole life.”

43. The six (6) characteristics of effective language Consider the following examples. Instructor to Student: “I have never had a student who was so confused with this material. Perhaps you should take an easier course from an easier professor. It makes no difference to me.”

44. The six (6) characteristics of effective language Formality of Language …one uses should match the formality of the situation and the relationship between the writer and reader.

45. The six (6) characteristics of effective language Consider the following: VERY FORMAL Exceedingly large segments of the population are expressing their discontent with medical practitioners who appear to be more engrossed in amassing financial assets than providing efficacious care to people with health disorders.

46. The six (6) characteristics of effective language Consider the following: FORMAL A large number of consumers are complaining about medical doctors who are apparently more interested in making money than in providing effective health care.

47. The six (6) characteristics of effective language Consider the following: INFORMAL A lot of people are unhappy with their doctors who only seem to care about how much money they make, and not about giving their patients good care.

48. The six (6) characteristics of effective language Mechanics …describe the technical aspects of writing. It specifies the established conventions for words that you use – spelling, punctuation, capitalization, etc. A piece of writing must look worth reading such that it is not hard to figure out what you are trying to say.

49. The six (6) characteristics of effective language Consider this example below. MEMORABLE STUDENTS they are the memorable students in any class they participate fully in any mischief they see no point in volunteering for extra jobs they delight in distracting their classmates they take no pleasure in learning they are never satisfied

50. The six (6) characteristics of effective language Consider this example below. MEMORABLE STUDENTS T hey are the memorable students. In any class, they participate fully. In any mischief, they see no point. In volunteering for extra jobs, they delight. In distracting their classmates. They take no pleasure in learning. They are never satisfied.

51. The six (6) characteristics of effective language Consider this example below. MEMORABLE STUDENTS T hey are the memorable students in any class. They participate fully in any mischief. They see no point in volunteering for extra jobs. They delight in distracting their classmates. They take no pleasure in learning. They are never satisfied.

52. Task H-4.2 Visit https://www.youtube.com/watch?v=8H8QRK-ex34 (on features of well written text). Present synthesis or the content of the video clip.

53. Task H-4.3 Think of the best way to organize the set of sentences below. Justify your answer. Rewriting is something most writers find they have to do. They rewrite to discover what they have to say. They rewrite to discover how to say it. There are a few writers who also do little formal rewriting. They have capacity and experience. They create and review a large number of invincible drafts. They create and review in their minds. They do this before they approach the page.

54. Task H-4.4 Think of a most pressing environmental issue. Make a reaction paper on that issue.