READING AND WRITING SKILLS

Module 2

Throughout this module, the reader will explore key elements contributing to the creation of a well-written
text. This chapter is a guide to learning fundamental writing skills which include organizing thoughts logically,
ensuring writing is clear and comprehensible, and using cohesive language that connect ideas seamlessly.
It also covers the art of selecting the right words to convey messages accurately. Furthermore, it addresses
the significance of grammar, punctuation, and presentation, ensuring the professional writing standard.

With a variety of practical examples and exercises, the reader has the opportunity to apply the writing
principles and to enhance their writing skills. Whether one is a student seeking for academic excellence or a
professional aiming to communicate more effectively, this module equips individuals with essential tools in
improving written communication across various contexts

The overarching design of this E-learning module is geared towards enabling students to identify the
properties of a well-written text and to apply these attributes in achieving the purpose in writing.

Module Objectives

At the end of the module, you shall have:

1. identified the properties of a well-written text; and
2. critiqued sample texts using the properties of a well-written text.
 READING AND WRITING SKILLS
Module 2

Module 2: Properties of a Well-written Text

Objectives
At the end of the module, you shall have:
1. identified the properties of a well-written text;
2. determined the essence of the properties of a well-written text through writing academic
texts; and
3. critiqued sample texts and draw out ideas on writing effectively.

Essential Questions:
1. What are the qualities that constitute a well-written text?
2. How can these be essential in writing texts from various disciplines?

Organization

o ideas, incidents, evidence, or details are logically and accurately arranged in a definite order in
a paragraph, essay, or speech.
o It is the structural framework for writing. It provides readers a framework to help them fulfill their
expectations for the text.

A well-organized piece of writing is not only clear but also logical and aesthetic. Existence of organizational
markers and coherent flow of ideas are typically the focus in evaluation of writing
(Dayagbil 2016; as cited by Banca, Vista & Papasin, 2020).

In writing a story or an essay, it is necessary for students like you to identify the sequence of events from
the beginning to the end because a strong organization comprises proper paragraphing and logical order of
presentation of ideas.

Important features of an Organized Text:

1. Focus – refers to the topic or subject being discussed in the paragraph. A paragraph should
have a clear focus on the subject being talked about.
 READING AND WRITING SKILLS
Module 2

Examine the example:

“Is this paragraph good or bad?”

I was glad when the COVID restrictions ended and the shopping mall was open. Then we all shopped
and bought lots of new outfits and the most fashionable color this year is pink. When I got home I
immediately went on Facebook to show off my clothes haul to my social media follower.

Analysis: This is a good paragraph but it has no focus.

The author mentioned about the COVID restriction ended in the 1 st sentence.

In the second sentence, the author mentioned “I” and “we”. We do not know who is “we”. It is not
clear.

Revised Version:

I was glad when the COVID restrictions ended and the shopping mall was open. At last I could
meet with my friends and hang out at the food court. I immediately called them and they
agreed to go out with me. Then we all shopped and bought lots of new outfits. When I got home
I immediately went on Facebook to show off my clothes haul to my social media follower.

2. Adequate Development – each paragraph should the central idea of the paper. Individual
sentences should support the main idea. A paragraph should at least have four (4) sentences. The
topic sentence in the paragraph should be elaborated on using concrete evidences, different
examples, relevant facts, and specific details.

Examine the Example:

“Is this paragraph good or bad?”

Touch is our most intimate and powerful means of communication. A doctor makes the mother feel
her baby to give her satisfaction after her birth labor. The mother caresses the newborn and gives
the baby a feeling of love and security that will be the foundation of the self. A father taps the
shoulder of his son to boost the sagging morale of the latter. A son holds his father’s hand in a final
goodbye. A friend embraces another friend to drive away the latter’s loneliness. These are tactile
stimulations often times spell a difference.

Analysis: The paragraph consists of seven sentences; it is more than four sentences but then
the sentences are not long. All supporting sentences are anchored towards the main topic.
In general, this is still a good paragraph.

3. Unity – means oneness of idea. It is achieved by the use of topic sentence and supporting detail
and a concluding sentence. This means the all sentences in the paragraph are related to the topic
sentence. The whole paragraph should begin and end with one focus only.
 READING AND WRITING SKILLS
Module 2

Examine the example:

“Is this paragraph good or bad?”

Touch is our most intimate and powerful means of communication. A doctor makes the mother feel
her baby to give her satisfaction after her birth labor. The mother caresses the newborn and gives
the baby a feeling of love and security that will be the foundation of the self. A father taps the
shoulder of his son to boost the sagging morale of the latter. A son holds his father’s hand in a final
goodbye. A friend embraces another friend to drive away the latter’s loneliness. These are tactile
stimulations often times spell a difference.

Analysis: The paragraph is unified.

✓ Topic sentence: beginning of the paragraph

✓ Controlling Ides: touch, intimate, powerful communication
✓ Supporting details: sentences 2-5
✓ Clinching sentence/concluding sentence: last sentence

Coherence
o refers to the organization of ideas in a text to create logical connection.
o means that the sentences are arranged in a logical manner, making them easily to understood
by the reader.
o refers to the ideas and sentences are in an order to make sense to the readers.

If the ideas are arranged, the readers can easily follow the progression of ideas. They can quickly
understand the main idea and follow the writer’s thinking.

Coherence = meaning connection/logical connection

ideas make sense

Answers the questions:

Is the text coherent?
Is there meaning connection?
Does it make sense?

Examine the Example:

“Is the text coherent?”
“Is there meaning connection?”
“Does it make sense?”

I had the most beautiful experience when I went to the zoo.

I saw difference kinds of birds.
But it was my first time to see a carabao flying.
 READING AND WRITING SKILLS
Module 2

Analysis: The text is NOT coherent. There is not logical order. There is no meaning connection among
sentences. “Have you ever seen a carabao flying?” Thus, it does not make sense at all.

A text will be coherent if cohesive ties are used appropriately to create meaning.

Organizational Patterns
▪ Order of Importance – The paragraph development arranges details according to importance that
is from least to most important or from most important to least important. Transitions for the order are
more important, most difficult, still harder, by far the most impressive, even discouraging, worse yet.

Example:
Consider the potential effect of just a small increase in the earth's atmospheric temperature. A
rise of only a few degrees could melt the polar ice caps. Rainfall patterns would change. Some
deserts might bloom, but lands now fertile might turn to desert, and many hot climates could
become uninhabitable. If the sea level rose only a few feet, dozens of coastal cities would be
destroyed, and life as we know it would be changed utterly.

Analysis:
The details were arranged based on the least to severe potential effects when earth’s
atmospheric temperature would increase.

▪ Spatial Order – how things fit together in physical space (different locations that can exist
independently). Sentences or paragraphs are arranged according to geographical location, such as
left to right, up to down, etc. Spatial order is commonly used in description, but can also be applied in
examples, comparisons and classifications. Typical transitions for the order are top to bottom, left to
right, front to back, outside to inside.

Example:
Our new home was one of a number of wooden single-story units huddled together in a
horseshoe enclosing a courtyard. Our new apartment was toward the rear center of the
horseshoe, away from the entrance to the courtyard. To reach the kitchen, one had to pass
through a small windowless anteroom made of loosely arranged planks. Anybody inside could
easily look through the chinks without being observed. Against the wall opposite the entrance
to the kitchen was a large stove, which took up about one fifth of the room. Right next to the
stove was a bench with a bucket of water resting on it. Past the bench, in the middle of the wall,
was a door leading to the only other room. To the right of the door stood a cupboard for pots,
dishes, and food. Next to the cupboard, leaning against the wall on the right, was old Helena's
bed. The kitchen was too small to accommodate another bed. There was just enough room for
a table and chairs, which had to be placed next to the kitchen window. It was a strategic window,
affording a view of the entire courtyard."
 READING AND WRITING SKILLS
Module 2

Analysis:
Details are arranged through movement in space from a starting point to other features or the
simple physical position or relationships. There several prepositional phrases use referring to
location such as “to reach the kitchen, against the wall, right next to the stove, next to the
cupboard, etc.”

▪ Chronological Order – the time order in which items appear—whether backward or forward. The
details are arranged in the order in which they happened. Chronological order is also used in process
analysis paragraphs as you describe or explain how something works or happens, and you will follow
order of events according to occurrence. Common transitions used for this order are first, last, next,
the following morning, a few hours later, still later, by noon, etc.

Example:
It seemed like an ordinary day when she got up that morning, but Lynda was about to embark
on the worst day of her life. First, she fell in the bathtub because her mother forgot to rinse out
the bath oil. Then she spilled orange juice on the outfit she had spent hours putting together for
school pictures. When she changed, she messed up the French braid her mother had put in her
hair. As she walked out the door; she dropped all of her school books and her math homework
few away. Once she made it to the car she thought everything would be all right. She was wrong;
her father did not look before he backed out of the driveway and ran into the neighbor's truck.
Lynda's side of the car was damaged the most, and she ended up with a broken arm.
That night, she cried herself to sleep.

Analysis:
Details are arranged as they actually occurred in time. This order shows how events were
narrated. Transition words were evident such as first, then, that night, etc.

Cohesion
o means unifying ideas by binding words, phrases, sentences and paragraphs to create
grammatical links.
o refers to the connection of your ideas both at the sentence level and at the paragraph level.
o refers to the smooth flow of one sentence to next sentence. The sentences are well connected.

Cohesion = grammatical links

words, phrases, sentences and paragraph connection

Answers the questions:

Is the text cohesive?
Is there connection at the sentence level or paragraph level?
Does it have grammatical links?
 READING AND WRITING SKILLS
Module 2

Examine the example:

“Is the text cohesive?”
“Is there connection at the sentence level or paragraph level?”
“Does it have grammatical links?”

I had the most beautiful experience when I went to the zoo.

I saw difference kinds of birds.
But it was my first time to see a carabao flying.

Analysis: The text is cohesive. There is connection in the sentence level – grammatically correct and its
sentence structure. Thus, it follows cohesion but incoherent.

To achieve good cohesion, you need to know how to use signal devices, certain words or phrases that
serve the purpose of connecting two statements.

Signal Devices - words that give readers an idea of how the points in your paragraph are progressing
1. Transitions - words that connect one idea to another, in order for our ideas to flow smoothly.

a) Time - first, immediately, afterward, before, at the same time, after, earlier, simultaneously,
finally, next, in the meantime, later, eventually, then, meanwhile, now, subsequent, etc.
b) Sequence - moreover, furthermore, next, also, finally, last, another, first, second, third, besides,
additionally, etc.
c) Space - above, next to, below, behind, beside, etc.
d) Illustration - for instance, specifically, for example, namely, in this case, to illustrate, etc.
e) Comparison - similarly, also, in the same way, still, likewise, in comparison, too, etc.
f) Contrast - but, despite, however, even though, yet, on the other hand, although, on the contrary,
otherwise, conversely, etc.
g) Cause and Effect - because, as a result, consequently, then, so, since, etc.
h) Conclusion - thus, therefore, in conclusion, in short, etc.

Example:
Dominic Anderson, the financial officer at a small university, manages all aspects of the financial
aid program for needy students. First, Anderson receives requests for aid from students and
determines whether the students meet the aid criteria. He also authorizes aid payments and
notifies the applicants that their request has been either approved or denied. In addition, he writes
the financial aid checks on the account he controls. Finally, he requires that the students come to
his office to receive the checks in person. However, Anderson has used his position of authority to
perpetrate financial aid fraud discreetly by just merely informing the students that aid was denied.
Thus, checks in Anderson's office are never collected. Consequently, Anderson forges the
student's signatures and cashes the checks.
 READING AND WRITING SKILLS
Module 2

2. Repetitions - repetitions of main ideas keep continuity and highlight important ideas). It could be
a word, a phrase, or a full sentence, or a poetical line repeated to emphasize its significance in the
entire text.

Examples:
1. If you think you can do it, you can do it.
2. The boy was a good footballer, because his father was a footballer, and his grandfather was a
footballer.
3. The judge commanded, stamping his mallet on the table, “Order in the court, order in the
court.”
4. The president said, “Work, work, and work,” are the keys to success.
5. The large size of the human brain evolved in response to the development of cultural information.
A big brain is an advantage when dealing with such information. Big-brained individuals were
able to deal more successfully with the culture of their group. They were thus more successful
reproductively than their smaller-brained relatives. They passed on their genes for big brains to
their numerous offspring. They also added to the accumulating store of cultural information,
increasing slightly the premium placed on brain size in the next generation. A self-reinforcing
selective trend developed-a trend toward increased brain size.

3. Synonyms - these are words similar in meaning to important words or phrases that prevent
tedious repetitions.

Example:
During the visit, what caught my eyes first was a widespread view of Cebu City with a blanket of
mist hovering over the city. Lying opposite to the city are ranges of mountains covered by lush
green foliage with the heavenly rain showering the entire scene.

4. Pronouns - words that connect readers to the original word that the pronouns replace.

Example:
INCORRECT: Rodrigo Duterte is the 16th President of the Republic of the Philippines. Aside from
that, Rodrigo Duterte also served as Davao City’s Mayor for a long period of time. Rodrigo
Duterte is also known by the populace as an adamant leader. . .
CORRECT: Rodrigo Duterte is the 16th President of the Republic of the Philippines. Aside from
that, he also served as Davao City’s Mayor for a long period of time. He is also known by the
populace as an adamant leader. . .

5. Parallelism – using similar sentence structures.

Examples:
INCORRECT: Their son loved chess, video games, and to play soccer.
CORRECT: Their son loved playing chess, video games, and soccer.

INCORRECT: The Bach Sonata was beautiful, moving, and it inspired.

CORRECT: The Bach Sonata was beautiful, moving, and inspiring.
 READING AND WRITING SKILLS
Module 2

Language use
o involves the accepted and expected way in which specific words are used by a community of people.
o is determined when it is appropriate to use formal language or when informal language is
acceptable.

Characteristics of an effective language:

1. Use concrete words – are specific words. They form sharp, clear meanings and stand for what
the reader easily perceives.

Examples:
Abstract Words Concrete Words
Significant increase 50% increase
In the near future Monday or at 8 a.m.

2. Use concise words – it should be short and simple and avoid redundancy.

Examples:

We collaborated together on the project.

Better: We collaborated on the project.

The other alternative is to eat healthy food.

Better: The alternative is to eat healthy food.

Attached herewith is the document for approval.

Better: Attached is the document for approval.

The fact is that at this point in time, many women have become independent.
Better: Many women have become independent.

3. Use familiar words not highfalutin – use words that are almost in everyone’s vocabulary.

Examples:
Economic espionage may be defined as the illegal or clandestine acquisition of critical Canadian
economic information and technology by foreign governments or their surrogates.
~ Canadian Security Intelligence Service Public Report, 1992

Better: Economic espionage means foreign governments or their agents illegally obtaining critical
Canadian economic and technological secret.

4. Use precise and clear words – help you create strong mental pictures for your readers, and this
will eliminate confusion and wordiness.

Concise – using as few words as possible

 READING AND WRITING SKILLS
Module 2

Precise - exact and accurate

Example:
House – cabin, cottage, duplex, condo

5. Avoid sexist language - value equality and avoid male dominated words

Examples:
Reading makes a full man. (Francis Bacon)
Better: Reading makes a full person.

Each student must have his notebook with him in class.

Better: All students must have notebooks with them in class.
Better: Each student must have his/her notebook in class.

6. Use of constructive language – can boost someone’s confidence, and one must respond the
best way

Example:
On behalf of the company, I regret to inform you that you have been terminated. As a supervisor,
it was a pleasure to work with you.

7. Use of formal and informal language – academic writing uses formal words

Register is a variety of language related to a particular subject matter or area of activity, a set of
words and expressions that may be said to characterize that specific area of language.

Examples:
This is to inform you (formal)
This is to tell you (informal)

We have purchased books. (formal)

We have bought books. (informal)

Qualitative method was used in the research. (passive-formal)

The researcher or we used qualitative method in the research. (active)

The building collapsed. (latinate -formal)

The building failed down. (phrasal verb – informal)
 READING AND WRITING SKILLS
Module 2

Phrasal Verbs (informal) Latinate Words (formal)

Ask for Request

Lead to Cause
Work on Develop
Come back Return
Go ahead proceed

Mechanics
o refer to the rules of the written language, such as capitalization, punctuation and spelling.

Four Components:

a. PUNCTUATION

1. Comma (,)

a. Use a comma to separate items in a series. A series is made up of three or more nouns, verbs,
modifiers, or phrases.

Example:
Oral Communication, Reading and Writing Skills, and 21st Century Literature are core subjects
in the Senior High school.

b. Use a comma to separate coordinate adjectives. Coordinate adjectives are two or more
adjectives that equally modify the same noun.

Example:
The asymptomatic, COVID positive patient was rushed to the hospital.

c. Use a comma to separate long clauses joined by conjunctions such as by, and, but, or, yet, and
so; although it is omitted if clauses are short.

Example:
Last week was my sister’s wedding, so I prepared to go to the salon for my haircut.

d. Use commas after introductory clauses, phrases, or words that come before the main clause.

Example:
While I was waiting for the rain to subside, suddenly there was a bolt of lightning split the sky.

e. Use commas to set off dates (except the moth and day), geographical names, items in dates
(except the month and day), addresses (except the street number and name), and titles in names.
 READING AND WRITING SKILLS
Module 2

Example:
On March 31, 2011, Panabo became a city.

2. Semicolon (;)

a. Use a semicolon when linking two independent clauses with no connecting words.

Examples:
I am excited to go home; I wanted to stay there for good.

I ordered a cheeseburger for lunch; life’s too short for counting calories.

b. Use a semicolon when joining two independent clauses together with one of the following
conjunctive adverbs: however, moreover, therefore, consequently, otherwise, nevertheless, thus,
etc.

Examples:
I needed to go for a walk and get some fresh air; also, I needed to buy milk.

Reports of the damage caused by the hurricane were greatly exaggerated; indeed, the storm
was not a hurricane at all.

3. Colon (:)

a. Colon is used to introduce a list of items.

Example:
Taylor Swift has written a few songs about John Mayer: “Dear John,” “The Story of Us,” and
“Would’ve, Could’ve, Should’ve.”

b. Colons can be used before a noun or a noun phrase.

Examples:
You have two choices: finish the work today or lose the contract.

The movie had everything I wanted: action and suspense.

c. Colons can introduce a quotation.

Example:
He ended with the immortal words of Neil Young: “Rock and Roll can never die.”

B. CAPITALIZATION

When a word is capitalized, it usually signifies importance. Below is a list of instances and examples
of when words need to be capitalized.
 READING AND WRITING SKILLS
Module 2

a. The first word of a sentence should always be capitalized.

Examples:
It is easy to take care of turtles.
The house on the corner is for sale.

b. Both the first and last names of a person are capitalized. Likewise, middle names, nicknames, and
suffixes like Jr. are also capitalized.

Examples:
Martin Luther King Jr.
Dwayne “The Rock” Johnson

c. A given title is capitalized when it directly refers to the individual. However, it is lower cased if it is
used after the name as a description.

Examples:
I enjoy listening to Professor Hall’s lectures.
“Professor” is capitalized because it is a part of Hall’s title.

Professor, when is the paper due?

“Professor” is capitalized because the professor is being addressed directly.

Johnson, a professor at my school, gives interesting lectures.

“Professor” is not capitalized because it describes Johnson and is written after his
name.

d. Capitalize the first and last words in a title. Also capitalize nouns and verbs within a title. Prepositions
and articles are not capitalized unless they are the first or last word of the title.

Examples:
To Kill a Mockingbird
“To” is the first word of the title. “Kill” is capitalized because it is a verb. The word “a” is not
capitalized because it is an article. “Mockingbird” is capitalized because it is a noun.

The Catcher in the Rye

“The” is the first word of the title, so it is capitalized. “Catcher” is capitalized because it is a
noun. The word “in” is not capitalized because it is a preposition. The word “the” is not capitalized
because it is an article. “Rye” is capitalized because it is a noun.

e. The names of companies, brands, agencies, and other large groups like hospitals should be
capitalized. Some small words like prepositions may still be lowercased in such names.

Examples:
San Miguel Corporation
Bank of the Philippine Islands
 READING AND WRITING SKILLS
Module 2

f. When referring to a department by its proper name, it should be capitalized. However, when referring
to a general department, keep it lowercased.

Example:
“She works in the Psychology Department.”

“I didn’t even know our school had a psychology department.”

g. Capitalize the first word of a quoted sentence. However, if a direct quotation is interrupted mid-
sentence, do not capitalize the second part of the quotation.

Examples:
Abraham Lincoln said, "Don't worry when you are not recognized, but strive to be worthy of
recognition.”

"I didn't attend the graduation ball," Miles said, "but I sure wish I had."

h. Capitalize the first word in the letter’s greeting or closing.

Examples:
Dear Ms. Antonio:
My dear Mr. Roque:
Very truly yours,

i. Capitalize the days of the week, months of the year and holidays.

Examples:
My doctor’s appointment is on Friday afternoon.

Your birthday is in July, right?

Thanksgiving in November, Christmas in December, and New Year’s in January: North

America has a lot of winter holidays.

C. SPELLING

The Philippine education system traditionally follows American English in terms of spelling and
vocabulary.

➢ British and American English have some spelling differences. The common ones are presented in
the table below.
 READING AND WRITING SKILLS
Module 2

American English British English

-e- (e.g. anemia, diarrhea, encyclopedia) -oe-/-ae- (e.g. anaemia, diarrhoea, encyclopaedia)
-ense (defense, offense, license) -ence (e.g. defence, offence, licence)
-el- (e.g. canceled, jeweler, marvelous) -ell- (e.g. cancelled, jeweller, marvellous)
-ll- (e.g. enroll, fulfill, skillfull) -l- (e.g. enrol, fulfil, skilful)
-o (e.g. color, behavior, mold) -ou (e.g. colour, behaviour, mould)
-er (e.g. meter, fiber, center) -re (e.g. metre, fibre, centre)

➢ The Americans and the British also have some words that differ from each other. The table below
lists some of the everyday objects that have different names, depending on what form of English is
used.

American English British English

store shop
pants trousers
apartment flat
vacation holiday
college university

D. ABBREVIATION

a. Spell out the full term at its first mention, indicate its abbreviation in parenthesis and use the
abbreviation from then on.

Examples:
Nurturing Excellence and Uprightness of Student-led Organization (NEXUS)
General Plans of Action (GPOA)

b. Titles such as mister, miss, and doctor, as well as the names of academic degrees such as bachelor
of arts and doctor of philosophy are almost always abbreviated. In American English, title abbreviations
are followed by a period; in British English, the period is omitted.

The most common title abbreviations include:

Mr. = Mister
Mrs. = Mistress (pronounced “missus”)
Ms. = (pronounced “miss” or “miz”)
Sr. = Senior
Jr. = Junior
 READING AND WRITING SKILLS
Module 2

The most common academic degree abbreviations include:

B.S. = Bachelor of science

B.A. = Bachelor of Arts
M.A. = Master of Arts
M.B.A. = Master of Business Administration
Ph.D. = Doctor of Philosophy

c. An acronym is a type of abbreviation that shortens a phrase by combining the first letter (or
letters) of each word in the phrase to form a new pronounceable word.

Example:
NASA, which stands for National Aeronautical and Space Administration
FOMO, which stands for “fear of missing out”
LASER, which stands for “light amplification by stimulated emission of radiation”

d. Abbreviations that use capital letter are called initialisms. They also use the first letter of each
word in the phrase and each letter is pronounced individually.

Example:
VIP, which stands for “very important person”
DVD, which stands for “digital versatile disc”
ATM, which stands for “automatic teller machine”

e. In formal writing, it is recommended not to abbreviate the dates only if needed, especially when
used in tables or charts.

Example:
The seminar is on Saturday, October 4, 2015.
December 16, 2015 (general business-letter dateline)
16 December 2015 (military dateline)

f. Latin words and phrases used in general writing are abbreviated.

Example:
e.g. – means “for example”
i.e. – means “that is”, “in other words”

g. Plural of abbreviations may be formed by adding -s or –‘s.

Example:
PhDs
CPAs
Figs, 1 and 2
Nos. 3 and 7
 READING AND WRITING SKILLS
Module 2

Essential Understanding

1. A well-written text possesses several qualities that contribute to the effectiveness in conveying
its intended message. Firstly, it follows a logical structure of ideas from the introduction, its body,
and conclusion. Cohesive devices or transitions are between sentences, paragraphs, and
sections are also used to maintain a smooth and coherent structure, enabling readers to
understand the content easily. Moreover, it uses language precisely by choosing the right words
to avoid ambiguity and vagueness. Lastly, it adheres to the rules of the written language.
2. The properties of a well-written text play an important role in order to be efficient in writing across
various disciplines. It ensures a sound communication of ideas, the logical presentation of
arguments, and reader involvement that may be used in academic, research, or any other
professional context.

Application

Directions: Read the statements carefully. Choose the best answer in each statement. (15 points)

_______1. What property of a well-written text is applied when ideas are logically and accurately arranged?
A. coherence C. mechanics
B. cohesion D. organization

_______2. What property of a well-written text refers to the set of conventions on how to spell, abbreviate,
punctuate, and capitalize?
A. coherence C. mechanics
B. cohesion D. organization

_______3. What property of a well-written text refers to sentences are arranged in a logical manner,
making them easily understood by the reader?
A. coherence C. language use
B. cohesion D. mechanics

_______4. What property of a well-written text is employed if one must be consistent with the use of
pronouns.
A. coherence C. language use
B. cohesion D. mechanics

_______5. What property of a well-written text is employed in the text?

A. coherence C. language use

B. cohesion D. mechanics
 READING AND WRITING SKILLS
Module 2

_______6. Which property of a well-written text is employed in the text?

A. coherence C. language use

B. cohesion D. mechanics

_______7 What refers to words that connect one idea to another, in order for our ideas to flow smoothly?
A. cohesion C. signal devices
B. hedges D. transitions

_______8. What refers to words similar in meaning to important words or phrases that prevent tedious
repetitions?
A. pronouns C. synonyms
B. repetition D. transitions

_______9. What refers to words that connect readers to the original word that they replace?

A. pronouns C. synonyms
B. repetition D. transitions

_______10. What property of a well-written text is employed in the text?

A. coherence C. organization
B. language use D. mechanics
 READING AND WRITING SKILLS
Module 2

Online References:

Banca, M., Vista, D., & Papasin, M. (2020). Module 2: Properties of a Well-Written Text. Department of
Education – RegionIV-A CALABARZON. https://www.teachmint.com/tfile/studymaterial/class-
11th/readingandwriting/module2- propertiesofawell-writtentext/fb84bd81-11e8-45fa- 956d-
6d47c418dc7b

British Council Foundation. Differences between British and American English (n.d.) British Council
Foundation Indonesia.https://www.britishcouncilfoundation.id/en/english/articles/british-and-american-
english

Douaihy, R. (2012) Capitalization Rules.

https://www.ndu.edu.lb/Library/Assets/Files/WritingCenter/GrammarHandouts/1.10.pdf

Grammarly., Abbreviation: definition and examples. (2022, September 16). Abbreviation Rules | Grammarly.
https://www.grammarly.com/blog/abbreviations/

Grammarly. Capitalization. (2017, March 31). Capitalization Rules–a Quick Guide. Grammarly.
https://www.grammarly.com/blog/capitalization-rules/

Homann, C. (2014) Capitalization. San José State University Writing Center.

https://www.sjsu.edu/writingcenter/docs/handouts/Capitalization.pdf

Millenium Challenge Corporation. (2017, May 12). Good Grammar Makes for Good Writing:
Remembering the Basics | Millennium Challenge Corporation (mcc.gov)

Teaching Learning English. (2021, January 16). Coherence and cohesion in writing |Properties of a well-
written text| Reading and Writing. [Video]. YouTube.
https://www.youtube.com/watch? v =UnY5TZZMpLI

Tiongson, M., & Rodriguez, M. (2019). Reading and Writing Skills. Manila: Rex Bookstore Inc.

Turkel, L. (2023, February 6). Acronym vs. Abbreviation vs. Initialism: What’s the Difference? Reader’s Digest.
https://www.rd.com/article/acronym-vs-abbreviation-whats-the-difference/

Purdue Writing Lab. (2018). Using Quotation Marks // Purdue Writing Lab. Purdue
University.https://owl.purdue.edu/owl/general_writing/punctuation/quotation_marks/index.html

Book References:

Ibona, L. Magno, J., Mendoza, E. Pielago, M. (2017). Headway: Read, Think, and Write. A Comprehensive
Worktext for Reading and Writing for Senior High School. Cebu City: SoLINE Publishing Company
Inc.