REVIEWER FOR READING AND WRITING SKILLS  Definition – Explaining a term or idea.

Lesson 1: Selecting and Organizing Information  Comparison and Contrast – Showing

similarities and differences.
Key Concepts:
 Sequence – Listing steps or events in order.
 Techniques in selecting and organizing
information:  Cause and Effect – Showing relationships
between events.
o Brainstorming – Generating ideas
quickly in a group or individual  Problem and Solution – Identifying an issue
setting. and proposing solutions.

o Outlining – Organizing ideas in a REVIEWER FOR READING AND WRITING SKILLS

hierarchical manner.
Quarter 3 – Module 2: Properties of a Well-Written
o Graphic Organizers – Visual Text
representations of ideas and
Lesson 1: Organization
relationships.
Key Concepts:
Principles of Outlining:
 Organization refers to the logical
 Parallelism – Using consistent grammatical
arrangement of ideas in a written text.
structure.
 A well-organized text includes:
 Coordination – Arranging ideas of the same
importance together. o Introduction – Presents the topic and
purpose.
 Subordination – Distinguishing major and
minor ideas. o Body – Discusses the main ideas with
supporting details.
 Division – Ensuring every level has at least
two sub-points. o Conclusion – Summarizes key points
and provides closure.
Example of a Topic Outline: Thesis: Effects of
COVID-19 I. Economy - Travel and tourism - Business Lesson 2: Coherence and Cohesion
closures II. Education - Online learning transition -
Key Concepts:
Changes in academic calendar
 Coherence – Ensures that ideas in a text
Practice Questions:
flow logically and smoothly.
1. What is the importance of organizing
 Cohesion – Uses transition words and
information?
phrases to link ideas.
2. Differentiate topic outline from sentence
 Common Cohesive Devices:
outline.
o Addition: moreover, furthermore,
3. What is the best graphic organizer for
additionally
hierarchy representation?
o Contrast: however, on the other
Lesson 2: Patterns of Development in Writing
hand, in contrast
Key Concepts:
o Cause and Effect: therefore, as a
 Narration – Telling a sequence of events. result, consequently

 Description – Using sensory details to Lesson 3: Language Use

illustrate a scene.
Key Concepts: 3. Smoking increases the risk of lung cancer.

 Proper language use ensures clarity, Lesson 2: Claim of Policy

appropriateness, and correctness.
Key Concepts:
 Avoid:
 A claim of policy argues that a specific
o Jargon (specialized language difficult action should be taken to solve a problem.
for general readers)
 It often suggests solutions and includes
o Slang and idiomatic expressions words like "should," "must," or "ought to."
(informal language)
 This claim is backed up by evidence,
o Biased language (discriminatory or feasibility, and logical reasoning.
insensitive terms)
Examples:
o Euphemisms (misleading terms that
1. The government should implement stricter
soften harsh realities)
traffic laws to reduce road accidents.
Lesson 4: Mechanics
2. Schools must integrate financial literacy into
Key Concepts: their curriculum.

 Mechanics refer to the technical rules of 3. Vaccination programs should be mandatory

writing, including: to prevent outbreaks.

o Spelling – Ensuring words are written Lesson 3: Claim of Value

correctly.
Key Concepts:
o Punctuation – Using marks (e.g.,
 A claim of value argues whether something
periods, commas) appropriately.
is good or bad, right or wrong, or important
o Capitalization – Using uppercase or unimportant.
letters correctly.
 It is often based on morals, ethics,
REVIEWER FOR READING AND WRITING SKILLS aesthetics, or social norms.

Quarter 3 – Module 3: Explicit and Implicit Claims  Subjectivity is common, but logical
in Written Texts arguments and evidence strengthen the
claim.
Lesson 1: Claim of Fact
Examples:
Key Concepts:
1. Online learning is more effective than
 A claim of fact asserts something that can
traditional classroom learning.
be proven true or false based on evidence.
2. Honesty is the most important virtue in a
 Claims of fact describe, report, predict, or
leader.
make causal statements.
3. Watching too much television is harmful to
 These are supported by factual data,
children’s development.
statistics, and historical records.

Examples:

1. The Earth revolves around the Sun.

2. COVID-19 is caused by the SARS-CoV-2 virus.