ENG 7-Q4-W1-D3.pptx bgfnfhnhmnhmhnnfnfhnn

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1. Analyzing linguistic features Created by: Teacher Nersy Quarter 4 Week 1 Day 3

2. refers to the choice of words in writing. In problem-solution texts, diction is crucial because precise and vivid words can clearly describe the problem and make the solution compelling. For example, instead of saying "The city has a trash problem," using "Uncollected garbage is piling up in the streets, endangering public health" creates a stronger impact. Diction SHORT REVIEW:

3. refers to how a writer presents their ideas, include tone, sentence structure, and rhetorical devices. A persuasive style often uses clear organization, engaging tone, and techniques like analogies or rhetorical questions to captivate the reader. For instance, instead of saying "We should recycle more," a stronger style might say, "Recycling is our best defense against the rising tide of plastic waste threatening our oceans." Style SHORT REVIEW:

4. Together, diction and style shape the clarity, persuasiveness, and impact of problem-solution texts, making them more effective in engaging the audience and inspiring action. Style SHORT REVIEW:

5. The purpose of this lesson is to: 1.Understand Transition Markers 2.Recognize the Types of Transition Markers ·Learn what transition markers are and how they function as signposts to guide readers through problem-solution texts. ·Identify different types of transition markers (e.g., problem indicators, solution indicators, cause-and-effect, and contrast markers) and their roles in text organization. 3.Develop Analytical Skills ·Analyze problem-solution texts to identify transition markers and evaluate how they clarify the relationship between ideas. 4.Enhance Writing Skills 5.Promote Critical Thinking ·Use appropriate transition markers to connect ideas smoothly and improve the coherence and flow of their own problem-solution texts. ·Understand how well-chosen transition markers enhance the reader's understanding and make arguments more persuasive.

6. The purpose of this lesson is to: By the end of the lesson, will be able to effectively use transition markers to create clear, logical, and well-structured problem-solution texts.

7. Match the transition markers in Column A with their correct function in Column B by writing the letter of the correct answer on the blank provided. Instructions:

8. Column A Column B 1. Therefore a. Introduces a contrast or opposing idea 2. However b. Shows a cause-and-effect relationship 3. For example c. Provides an example to clarify an idea 4. As a result d. Indicates the outcome of a problem or solution 5. On the other hand e. Introduces a conclusion or solution ______ ______ ______ ______ ______ E A C D B

9. are words and phrases that connect ideas of sentences and paragraphs for coherence. They also indicate building up new idea or thought or compare ideas or draw conclusions. TRANSITION SIGNALS

10. Comparison Contrast As Also Likewise Similarly In the same way But Despite However Even though In the contrary 1. Comparison/Contrast TYPES AND FUNCTIONS Points out alternatives of differences:

11. AFTER BEFORE DURING FIRST LATER NEXT SIMULTANEOUSLY SOON 2.Chronology TYPES AND FUNCTIONS Helps define time

12. CAUSE EFFECT ACCORDINGLY BECAUSE DUE TO SINCE CONSEQUENTLY AS A RESULT THEREFORE SO 3.Cause/Effect TYPES AND FUNCTIONS Shows the consequences of an action

13. ILLUSTRATION EXAMPLE TO DEMONSTRATE SPECIFICALLY TRULY FOR EXAMPLE SUCH AS NAMELY 4.Illustrations/Example TYPES AND FUNCTIONS Add emphasis or introduce evidence

14. 5.Addition TYPES AND FUNCTIONS ·Adds information or reinforces ideas. FURTHERMORE ALSO MOREOVER AND IN ADDITIONAL AS WELL EQUALLY IMPORTANT THEN

15. 6.Clarification TYPES AND FUNCTIONS Shows support THAT IS IN OTHER WORD TO PUT IT ANOTHER WAY I MEAN IN THIS CASE UNDER CERTAIN CIRCUMTANCES

16. 7.Qualification TYPES AND FUNCTIONS Presents conditions or intentions ALMOST WITH THIS IN MIND POSSIBLY PROBABLY FREQUENTLY NEVER

17. 8. Summary/Conclusion TYPES AND FUNCTIONS ·Restates ideas SUMMARY CONCLUSION AS CAN BE SEEN GIVEN THIS POINT TO SUMMARIZE TO SUM UP SO IN THE LONG RUN IN CONCLUSION TO CONCLUDE THEREFORE FINALLY

18. Hands-On Activity Improving Diction and Style: ·Provide the same text with space for revisions. ·Ask students to rewrite it, using stronger verbs, more specific nouns, and stylistic elements (like rhetorical questions, analogies, or descriptive phrases). ·Original: Plastic waste is increasing. It harms animals and the environment. One way to solve this is to recycle plastic. ·Improved Example: The mountains of plastic waste are rising at an alarming rate, suffocating marine life and polluting our precious ecosystems. An immediate solution lies in proactive recycling efforts and community action. Example Revision Prompt:

19. Choose the best answer for each question about transition markers in problem-solution texts. Circle the letter of the correct answer. Instructions:

20. 1.What is the primary purpose of transition markers in a text? a. To add extra words to the text. b. To improve the flow and connect ideas logically. c. To make the text longer. d. To confuse the reader.

21. 2. Which transition marker best introduces a solution to a problem? a. On the other hand b. As a result c. For instance d. Therefore

22. 3. Which of the following transition markers indicates a contrast? a. Furthermore b. For example c. However d. As a result

23. 4. Which transition marker is used to show a cause-and-effect relationship? a. For instance b. As a result c. On the other hand d. Additionally

24. 5. What transition marker would you use to introduce an example? a. For example b. However c. Therefore d. As a result

25. Answer key

26. 1.What is the primary purpose of transition markers in a text? a. To add extra words to the text. b. To improve the flow and connect ideas logically. c. To make the text longer. d. To confuse the reader.

27. 2. Which transition marker best introduces a solution to a problem? a. On the other hand b. As a result c. For instance d. Therefore

28. 3. Which of the following transition markers indicates a contrast? a. Furthermore b. For example c. However d. As a result

29. 4. Which transition marker is used to show a cause-and-effect relationship? a. For instance b. As a result c. On the other hand d. Additionally

30. 5. What transition marker would you use to introduce an example? a. For example b. However c. Therefore d. As a result

31. tHANK YOU