3. TEXT is made up
of sentences
DISCOURSE is
the use of such
sentences.
TEXT VS. DISCOURSE
4. TEXT is defined in terms of its being a
physical product.
Meaning is not found in text.
DISCOURSE is viewed as a process.
Meaning is derived through the reader’s
interaction with the text --> discourse.
TEXT VS. DISCOURSE
5. A discourse is a formal and often
lengthy discussion of a topic, where
concepts and insights are arranged in
an organized and logical manner. Also,
it refers to the way how language is
used to convey meanings or to propel
action or provoke a specific response.
TEXT VS. DISCOURSE
6. It is often associated with
speech, but it may also be written.
It usually serves as a writer’s or a
scholar’s analysis of a concept or
theory proposed by another writer.
TEXT VS. DISCOURSE
7. Morphology
- the study of words, how they are
formed, and their relationship to other
words in the same language
- analyzes the structure of words and
parts of words, such as root words,
prefixes, and suffixes
8. Morpheme
- the smallest grammatical unit in
a language
Two Types of Morpheme:
1. Free Morpheme
2. Bound Morpheme
9. 1. Free Morpheme
- can function independently as
a word
Examples: house, cat, blood
10. 2. Bound Morpheme
- a word element attached to a root word
(the main part of a word) to give it another
meaning
- cannot function independently as a word
Examples: affixes (prefixes and suffixes)
11. Affix
- a morpheme that is attached
to a root word to
form a new word
1. Prefix
2. Suffix
12. Prefix
- a morpheme that comes before
a root word
Examples:
auto- (automobile)
in - (incorrect)
over- (overcharge)
13. Suffix
- a morpheme that comes after a
root word
Examples:
-ful (forgetful)
-ish (childish)
-ive (active)
17. What is reading?
READING is a cognitive process of
decoding symbols to derive meaning
from a text.
It is always an interaction between
the text and the reader.
18. We read to gain and share
information and ideas,
whether for academic,
personal, or
professional purposes.
19. EFFECTIVE READING
STRATEGIES
Previewing means looking at the
readily visible parts of the text.
It helps familiarize you with the
contents of the selection and focus on
the important information in the text.
20. Skimming the text means
you look for the main point
of the reading and identify
the ideas that develop it.
21. Scanning the reading is looking
for specific information.
This strategy involves physically
moving your eyes quickly along
the lines of text.
22. Purposes of Discourse
1. To inform – A discourse that aims to inform provides
a descriptive and comprehensive discussion on the
topic. It points out what one should know about a topic
or subject.
2. To persuade – A discourse that aims to persuade
tries to convince the readers that the proposed claim or
solution is better than any other proposal.
3. To entertain – A discourse that aims to amuse
provides a source of entertainment for its readers.
25. Write the ideas that
would occur in your
mind about “gadgets”.
26. Techniques are approaches or
methods you as a writer may use
to organize the information you
have gathered, to accomplish your
desired aim in writing and to
improve your writing craft.
28. BRAINSTORMING
It is a group creativity
technique by which efforts are made to
find a conclusion for a specific problem
by gathering a list of ideas
spontaneously contributed by its
members.
29. The term was popularized by Alex
Faickney Osborn in the1953 book
Applied Imagination.
He developed this technique when he
got frustrated that his employees could
not come up with useful techniques as
they worked individually.
BRAINSTORMING
31. A.1CUBING
In this strategy, a topic or idea is examined in 6
viewpoints.
a. What is the topic?
b. What is it like or unlike
c. What does it make you think of?
d. What constituent parts is it made of?
e. How can it be used?
f. How can you support or oppose it?
32. A.2 FREE WRITING
In this technique, just keep on writing
and not minding errors in spelling and
grammar. The objective here is to just write
what comes to your mind. Then review
what you have written later and hopefully
come up with a specific topic that would
interest you.
33. List down what comes to your
mind. If your intention is to
come up with topic to write
about, enumerate them.
A.3 LISTING
34. Mapping, also known as clustering and
webbing, is a graphic form of listing that simply
involves jotting down ideas on a large writing
surface and then making connections by
associating similarly themed ideas with color-
coded circles or underlines of distinct patterns
and then indicating other relationships by linking
with lines.
A.4 MAPPING
36. 1. ________are approaches or
methods you as a writer may use
to organize the information you
have gathered, to accomplish your
desired aim in writing and to
improve your writing craft.
Q#2RW110918
37. 2. ____________ is a
technique in organizing
information which refers to the
general plan of what you
intend to write.
Q#2RW110918
38. 3. It is a group creativity technique
by which efforts are made to find a
conclusion for a specific problem
by gathering a list of ideas
spontaneously contributed by its
members.
Q#2RW110918
39. 4. _______is a communication
tool that uses visual symbols to
express knowledge, concepts,
thoughts and ideas and the
relationship between them.
Q#2RW110918
40. 5. Who popularized the
term “brainstorming” in his
book, Applied Imagination
in 1953?
52. Memorization and understanding of
the text is achieved.
Additionally, the text is broken down
into its components and examined
critically in order to achieve a
meaningful understanding of the
material.
53. Goals of Critical Reading
1. to recognize an author’s
purpose
2. to understand tone and
persuasive elements
3. to recognize bias
54. What is the difference
between restatement
and inferences?
55. Non-critical reading is satisfied with
recognizing what a text says and
restating the key remarks.
What a text says – restatement
What a text does – description
What a text means – inference
56. Infer (verb)
:to form (an opinion) from evidence
: to reach (a conclusion) based on
known facts
: to hint or suggest (something)
58. What can be inferred from this statement?
There is a Senator.
He owns a gun.
He is married.
His wife is dead.
That gun caused her death.
The Senator admitted owning that gun.
59. Now, what can’t be inferred?
We do not necessarily know if the Senator's
admission is true.
We do not really know whether the Senator is in
any way responsible for his wife's death, nor do
we know that she died of gun shot wounds.
We do not even know if it was murder—it might
have been suicide or an accident.
61. You are taller in the morning than in the
evening.
Fact or Bluff
FACT BLUFF
62. As we go through the day, the cartilage in our
knees and spine slowly compresses causing us to
shrink a little. When we sleep at night the cartilage
has a chance to rest and goes back to its normal
size. On average we are about 1cm taller in the
morning than we are at night.
Fact or Bluff
CORRECT
64. In ancient Greece, throwing an apple at someone was
done to declare one’s love.
Fact or Bluff
FACT BLUFF
65. The apple thereafter was considered sacred to
Aphrodite, and to throw an apple at someone
was symbolic as a declaration of love. Also, to
catch the thrown apple was a sign of your
acceptance of that love.
Fact or Bluff
CORRECT
68. HISTORY OF THE PHILIPPINE FLAG – 3 women
sewed the flag at 535 Morrison Hill Road in
Hongkong. They were Marcela Agoncillo,
daughter Lorenza and Delfina Herbosa de
Natividad, a niece of Dr. Jose Rizal.
Fact or Bluff
BLUFF
70. Learning Objectives:
1. Establish self-esteem and sportsmanship by
participating in the provided activities relevant to the
lesson; and
2. Identifies claims explicitly or implicitly made in a
written text.
a. Claim of Fact, b. Claim of Policy, c. Claim of Value
3. Make use of the different types of claims by
employing it to each group/individual tasks
71. Reading is an ACTIVE skill.
Active reading simply means reading something
with a determination to understand and
evaluate it for its relevance to your needs.
Simply reading and re-reading the material isn't an
effective way to understand and learn. Actively and
critically engaging with the content can save you
time.
72. CLAIMS
A claim is a central idea.
What the writer tries to prove in the in
the text by providing details,
explanations, and other types of
evidence.
73. CLAIMS
A sentence that summarizes the
most important thing that the
writer wants to convey as a result
of thinking, reading, or writing.
74. Characteristics of GOOD claim
1. A claim should
be argumentative and debatable.
Example.
Men are better in Math than women.
75. Characteristics of GOOD claim
2. A claim should be specific and focused.
3. A claim should
be interesting and engaging.
4. A claim should be logical.
76. Types of Claims
A claim of fact makes an assertion about
something that can be proved or disproved
with factual evidence.
A claim of fact for a logical argument cannot
simply consist of a statistic or proven fact. It
needs, instead, to focus on an assertion which
uses facts to back it up, but for which the
evidence might still be debatable.
77. Claim of fact
Inappropriate claim of fact – a statistic or fact that is not
debatable:
“the month of March 2017 was 1.03°C (1.9°F) above the
20th century average—this marked the first time the monthly
temperature departure from average surpassed 1.0°C
(1.8°F) in the absence of an El Niño episode in the tropical
Pacific Ocean.”
https://www.ncdc.noaa.gov/sotc/global/201713 )
Appropriate claim of fact – makes a claim that is debatable
using factual evidence
Decreasing carbon dioxide emissions from car exhaust,
manufacturing processes, fertilizers, and landfills, while
78. A claim of value argues that something is
good or bad, or that one thing is better than
another thing.
Ex.
It’s better to apply good nutritional choices at
home than teach them at school, because good
nutrition then becomes ingrained in the child’s
experience.
79. A claim of policy argues that certain conditions
should exist, or that something should or should
not be done, in order to solve a problem.
Example:
Students in the Philippines should join
mandatory ROTC.
80. Increasing population threatens the
environment.
Students grades are definite measures of their
achievement.
Viewing television is a wasteful activity
The death penalty should be implemented
again.
81.
82. 1.Vaping can lead to increased blood
pressure, lung disease, and insulin
resistance.
2.The basic keys to success are
perseverance and discipline.
3.Studies have shown that exposure to
violent media is a risk factor for violent
To strengthen your understanding of types of claims, take this nine question self-test.
83. To strengthen your understanding of types of claims, take this nine question self-test.
4. The Career Support Network is an excellent
resource for people who are considering a mid-life
career change.
5. In order to insure that graduates are competitive
for top jobs in their fields, the college must put
additional resources into its career services office
and internship programs.
6. Although the International Astronomical Union
announced that Pluto is not actually a planet,
84. 7. Increased investments in solar power will benefit
national security by reducing dependence on fossil
fuels.
8. Parents should not only be aware of how their
children are using social media, but also understand
the potential positive and negative impacts of social
media use.
9. Advances in computer modeling have made it
possible to create completely new types of
To strengthen your understanding of types of claims, take this nine question self-test.
85. KEYPOINTS
No matter the type of claim, you will
usually combine many types of support
for that claim in order to write a logical
argument, including facts, case studies,
reasons, personal interviews, and more,
as appropriate.
86. AGREEMENT:
Learners will look for (a) statement/s
from facebook from various sources
and identify what type of claim it is.
Don’t forget to take a screenshots.
87. Claims…
Central idea or the author’s statements.
Types of Claims
Claim of Fact
Claim of Value
Claim of Policy
88. claim
A statement that what should be done or believe
reason
evidence
Statements that support your claim or reason why you
agree with the claim
Statements that support your reason. Can be stories,
statistics, facts, quotes or expert advice
How to build an argumentative claim?
89. Counterclaims…
Are claims made to rebut a
previous claim.
Provide a contrasting perspective
to the main argument.
90. counterclaim
A statement that what should be done or believe
reason
evidence
Statements that support your claim or reason why you
agree with the claim
Statements that support your reason. Can be stories,
statistics, facts, quotes or expert advice
91. Claim Counterclaim
Argument or opinion Rebuttal to a claim
Children should have
cellphones
Children should not
have cellphones
92. Choose (1) among the following statements and
write your argumentative claim.
1. Children under the age of 12 should not be
allowed to have social media profiles.
2. Abortion is morally wrong.
3. Women are as effective as men in combat.
4. Crime is caused by lack of family values.
5. Overeating causes disease and early death.
99. At the end of the lesson, learners must be able to:
1. Define what an article review is
2. Understand the simple format and steps in writing
3. Craft a simple written article review by answering guide
questions to develop critical reasoning and higher order
thinking skills.
4. Understand the importance or purpose of writing a
review
ES
100. What is an article review?
An article review is a critical analysis of an article that
describes, summarizes, and critiques the ideas in the
book. A review is a means of going beyond the literal
content of a source and is a tool for connecting ideas
from a variety of academic sources. A review provides
an objective analysis of ideas, support for opinions, and
a way to evaluate your own opinions.
101. What is included in an article critique?
Introduction
• The author’s name(s) and the title of the article
• The author’s main point
102. What is included in an article critique?
Summary
After your introduction, discuss the following in your own words:
• The main points of the article
• The arguments presented in the article
• The findings of the article
103. What is included in an article critique?
Critique
After summarizing the article, critique the article by doing the following:
• Discuss the strengths and weaknesses of the article
that you noted while critically reading the article.
• State your informed opinions about the clarity,
relevancy, and accuracy of the article, using specific
examples from the article to support your statements.
104. What is included in an article critique?
Conclusion
Finally, end your article critique with a conclusion that does the following:
• Summarize the key points in the article, as well the
key points from your own analysis.
• Close with a comment about the significance of the
research or a statement of future research needed in the
field.
105. Writing an interesting and well-structured
article review is not easy, as it requires
you to find an article in a reliable source,
read it thoroughly, evaluate the discussed
information, and consider possible
limitations.
GENERALIZATION
106. In addition, writing an article review
requires you to utilize a set of writing and
analytical skills, arrange the paper according
to instructions, and meet all the
requirements of the professor or a teacher.
107. At the same time, writing an article review
allows discovering a lot of interesting and
important information, comparing with the
other sources, and define its scientific and
academic value.
108. The author’s view in this article is to ____________.
From this article, the lawyer, __________ favors the use
_____________.
The author’s view in this article is to ____________.
From this article, the lawyer, __________ favors the use
_____________.
109. The article expresses good points like _____
The article has no enough evidences because _____
For me, this article points out that ___________
The article concludes that _______. This article is
significant because ____________
1. recognizing purpose involves inferring a basis for choices of content and language
3. recognizing tone and persuasive elements involves classifying the nature of language choices
4. recognizing bias involves classifying the nature of patterns of choice of content and language
