As we have discussed in the class, if we speak of Text as Connected Discourse, we

will be dragging in two interrelated concepts – the text and the discourse. The
understanding of the text requires an understanding of the discourse. As
defined, discourse is the expression of ideas that a person can think of. I want that
pair of shoes as a sample sentence gives us an idea that someone wants a
particular pair of shoes; this idea is considered a discourse. In addition, the ideas in
discourse may spark responses or may provoke an action.
In terms of text, it refers to the sum of the discourses. When we link the discourses
together, it makes up a large unit of written language we call a text. A text shall have
the following characteristics (M. Jorgensen & L. Phillips, 2002):

1. Cohesion – the connection of ideas at the sentence level.

2. Coherence – the connection of ideas at the paragraph level.
3. Intentionality – dwells into the purpose of the author/writer.
4. Informativity – the quantity of new information in the text.
5. Acceptability – how factual the pieces of information are.
6. Situationality – the socio-cultural appropriateness of the text. Is it appropriate
or acceptable to the target reader?
7. Intertextuality – the connection of the succeeding discourse to the previous
one. It also talks about the existence of the succeeding text because of the
previous one.

COHESION
It is focused on how the ideas are being connected in a certain phrase or sentence.
Whatever idea the writer tries to express shall be distinguished by the use of words.
For example, if the writer wants to express a cause and effect in a sentence, he might
use the word because.

COHERENCE
It is concerned with how the sentences and paragraphs are linked together that they
would express a single idea. This is achieved when the writer uses cohesive devices
to link the ideas together or to signal whether he is continuing, opposing, or moving
on from the idea of the previous sentence or paragraph. Cohesive devices such
as furthermore, in addition, secondly, moreover, and etc. connote that the writer
is supporting or continuing the previous claim or idea.

INTENTIONALITY
Intentionality as a characteristic of a text answers the question: What is the purpose
of the writer in writing the text? A text must be written with a purpose whether that is
to inform, persuade, or entertain. In some cases, a text is written to criticize or just to
express one’s opinion. When a text has a purpose, intentionality is achieved.

INFORMATIVITY
This quality of the text focuses on the amount of new information embedded on it. A
text is written to provide new information or perspective not a duplication of an
already-known concept. A writer shall make sure that what he/she is writing is not
common knowledge to all.

ACCEPTABILITY
Are the things you are writing acceptable? Acceptability refers to the veracity of the
information provided. How true the information or ideas expressed? The text shall be
accepted by a group or a number of people especially that of the academic
community. It is achieved when it underwent rigorous vetting.

SITUATIONALITY
This simply refers to the socio-cultural appropriateness of the text. The content of the
text shall not be offensive to any race, sex, religion, etc. A text shall always conform
to the situation.

INTERTEXTUALITY
Why an answer exists? Intertextuality refers to the way you understand the
succeeding discourse because of the way you interpret the preceding one.
Intertextuality is the idea that a text exists because of another text or an event. For
example, you cannot write an editorial about COVID-19 if when, in the first place,
COVID-19 does not exist. In poetry, the The Nymph’s Reply to the Shepherd would
have not been written without the The Passionate Shepherd to His Love since it is the
reply to the latter. You cannot reply to something that doesn’t exist, right? The final
example, a movie adaptation of a novel is a perfect example of intertextuality.
Use of strategies in SELECTING AND ORGANIZING INFORMATION like
brainstorming, using graphic organizers, and outlining facilitates cognitive
processes and improves comprehension. As vital tools for active learning and deeper
understanding of content, it is important to be able to break down bigger ideas
into smaller, simpler representations that are easily comprehensible. The
following are some techniques that aid in selection, organization, and retention
of concepts and their relations.
1.BRAINSTORMING – Brainstorming is a technique to generate ideas within a
group or individual setting. It provides a quick means for tapping the ideas and
concepts of an individual or of a group then helps establish patterns and develop
relationship among these concepts. Tools in brainstorming: a.Idea list- Start by
listing down broad topics then go on by identifying related, narrower topics
b.Concept map– Begin by writing the main concept at the middle and then adding
more branches for its subtopics. Explore more topics by adding more branches.
2. OUTLINING– Outlines serve as a road map or blueprint when writing. It helps
organize the ideas as it shows the hierarchical relationship or logical ordering
of information. There are two ways to write your outline:
a.Topic outline – uses words or phrases as headings, without punctuation
b.Sentence outline – uses full sentences There are four principles in creating an
effective outline: a.Parallelism – putting the words in the same grammatical order
(parallel grammatical structure)
b.Coordination– arranging ideas according to their value or importance; ideas
of the of the same relevance or value are labeled in the same way;
c.Subordination – arranging ideas in levels of significance: major and minor
d.Division– separating the kinds of points you are making by using a consistent
basis of division and distinction
3. USING GRAPHIC ORGANIZERS –Graphic organizers are visual and graphic
displays that show the relationships among concepts or ideas. There are many
different kinds of graphic organizers depending on the type of information being
organized
Writing pattern or pattern of paragraph development refers to a specific strategy or
method that a writer uses to develop ideas in a paragraph. It suggests a type of support
to an idea that one can use in a type of paragraph. It also helps a writer how to make
sense of the different pieces of information.

1. NARRATION- The focus of this pattern is basically to narrate or tell a story. It

emphasizes the what, when, and where something happened. Its purpose
comes along with effective sequencing order of events in a chronological order.
Moreover, action words and transitional words characterized a narrative
paragraph.

2. Description - This pattern of development gives characteristics or details on what

an object, a person or a place looks like. When using this pattern, use
powerful and appropriate adjectives and use effectively the five senses (sight,
smell, taste, hear, touch) to create a clear image on a reader’s mind. → There
are two types of description paragraph—objective and subjective. Objective
description is used in scientific writing to describe factual and scientific
characteristics. Subjective description is used in fiction wherein a writer uses his
own perspective to describe a person, an event or a thing

3. Definition - the focus of this pattern is to explain or give a comprehensive

understanding of a concept, a term or an idea. To define a term, a writer provides
a general definition, then gives clear details to support. You may define a term or
a concept by its characteristic, function, example, origin or effect.
two types of definition—scientific and subjective. Scientific definition defines concepts
in the most factual way. On the other hand, Subjective definition defines complex terms
in a personal way

4. Exemplification and Classification - Exemplification is a pattern of development

wherein a writer uses examples to illustrate and further explain an idea. By this
pattern, examples used clarify more the general idea in the paragraph.

5. Cause & Effect - This pattern of development discusses why something happens
and what results a particular occurrence or event. A paragraph that emphasizes
the causes begins with an effect; the purpose of the paragraph is to discuss how
that effect came to be and to show what caused it.
 6. Comparison and Contrast - Comparing means looking on the similarities.
Contrasting means looking on the differences. Thus, Comparison and Contrast,
as a pattern, discusses and organizes ideas based on how people, events,
places and things are similar or different to one another.
→ There are two approaches that a writer can do to discuss the similarities and
difference. The first one is separately. The writer describes the first element then
followed by the second element. The second is side-by-side. The writer discusses both
items based on each point of comparison and contrast.

7. Problem-Solution - In this pattern of development, the writer presents a problem

that needs to be resolved. The paragraph states a concerning issue or a problem
then next is the solution or what should be done to solve the issue. → A
paragraph that uses problem-solution has three main parts: topic sentence
introduces the solution to a problem, body sentences explain the problem and
solution and ending sentence which calls readers to action.

8. Persuasion - In this pattern, the writer describes an issue and states his position
in the issue. The writer’s primary goal is to convince the readers to agree with the
argument or claim being raised, based from a particular topic. → A persuasive
paragraph starts with a topic sentence. It states position or stand about
something. The body sentences explain the reasons supporting the position or
stand, and the closing sentence reiterates or intensifies the thesis statement.