READING AND WRITING SKILLS

RWS11.1. Reading and Thinking Strategies across Text types

Lesson 4: Properties of a well-written Text

Learning Competency
The learner identifies properties of a well-written text (EN11/12RWS-IIIgh-4).
a. organization (EN11/12RWS-IIIgh-4.1).
b. coherence and cohesion (EN11/12RWS-IIIgh-4.2).
c. language use (EN11/12RWS-IIIgh-4.3).
d. mechanics (EN11/12RWS-IIIgh-4.4).
Specifically,
 Identify properties of a well-written text
 Evaluate written text based on the identified properties
 Write a well-written text.

Properties of a Well-Written Text

In academic terms, a text is defined as written material or piece of writing such as an
article, essay, book, magazine, or newspaper.
For a paragraph or any composition to be effective, it must always consider the
properties of a well- written text which includes organization, cohesion and
coherence, language use, and mechanics.

Organization
This is also known as an arrangement that refers to the structural framework for writing.
A text is considered organized when ideas are accurately and logically arranged with a
focus on the arrangements of ideas, incidents, evidence, or details in a definite order in
a paragraph, essay, or speech.
The logical progression and completeness of ideas in a text is an organization. This
property makes a text readable and its message clear. Organization can be achieved
through the following techniques: text structure, signal words, and physical format.
Text structure refers to the framework of a text’s beginning, middle, and end. Different
narrative and expository genres have different purposes and different audiences, so
they require different text structures. Beginnings and endings help link the text into a
coherent whole.
Three major parts of a text
 Beginning
It also called as the lead or the hook. It introduces the readers to the purpose of
the writing by introducing characters or setting (for narrative) or the topic, thesis,
or argument (for expository writing).

 Middle
The organization of the middle of a piece of writing depends on the genre.
Researchers have identified five basic organizational structures: sequence,
description, cause and effect, compare and contrast, and problem and solution.

 End/Conclusion
It is the restatement of the thesis and major points, showing how the writer has
proven his/her position. Possible implications of what has been discussed and
writer's conclusion may also be included.
Example: The great body parts of a snow leopard help it survive in the mountains. For
example, a snow leopard’s paws are like sandpaper and that helps them not
slipping on the deadly rocks of the mountains. Amazingly, the ears help it hear an
animal’s footsteps from miles away from where the snow leopard is located. Did
you know that a snow leopard’s tail helps keep it from falling? The long tail helps
it to balance. Finally, the fur on a snow leopard’s body helps it stay warm in this
frigid habitat. So, all those body parts of a snow leopard help it survive in the
mountains.
Source: Assanosi, A. (2016). Paragraph Organization
 The italicized statement is the beginning part of the text which serves as the topic
sentence.
 The highlighted statements cover the body/middle part of the paragraph which
explains in detail how snow leopard body parts help this animal survive in the
mountains.
 The underlined statement found in the last part of the restates the thesis/main
idea of the text.
If text structures serve as the framework, signal words are textual cues that readers use
to follow a text. They can ―signal‖ the transition from one point to another, the ordering
of events and concepts, or the writer’s chosen text type.

Example: Comparing the British and American Education System

The British system of education is common not only in England but also in countries all
over the world that were once British colonies. It differs from the American system in
some ways. First, most American children have only one year of kindergarten,
beginning at age five. Under the British system, children begin kindergarten at age four
and then go on to another year or more advanced kindergarten called preparatory which
is comparable to American first grade. Starting in seventh grade, most American
students study basic subjects separately, devoting a semester to algebra. However,
under the British system, algebra, geometry, and trigonometry are taught together in a
single course that is then repeated at a higher level every term. Also, in American high
schools some classes, particularly elective may include sophomores, juniors, and
seniors. In schools run according to the British system, students at different levels, or
―forms,‖ are not mixed in classes; each form attends all its classes altogether. Finally,
American students generally graduate after their twelfth year of course work. British
students, on the other hand, finish everything they need to learn in secondary school
during the first term of the eleventh year of school.

Notice that the signal words which are highlighted in the text above are used to show
the relationship from one statement to another. Through the use of signal words, the
writer clearly presents the similarities and differences between the British and American
education systems.
Another aspect of the organization that is immediately apparent to the reader is the
format. It is observed in how the text physically appears like headings and subheadings,
bullet points, or font emphasis.
Consider the example below.
Marxist ideology has three main theories. Historical materialism purports that all the
features of society can be historically traced back to economic activity. Social class in
capitalist societies is what produces unjust structures of power that exist today.
Socialism would be the next rational step for the development of human society.
The highlighted words are the three most important Marxist theories that the topic
sentence is referring to. Through such emphasis, the reader can easily identify the
appropriate term for the concepts together with their definitions. However, this technique
must be used carefully for improper or superfluous formatting may confuse the readers.

Coherence and Cohesion

When ideas are organized well, a text can achieve coherence and cohesion.
Coherence refers to the overall sense of unity in a text. On the other hand, cohesion is
the connection of ideas both at the sentence level and at the paragraph level. Both
should be present to make your text easier for your readers to follow and understand.
To achieve coherence and cohesion, one technique is to use signal devices which that
hint readers on how the points in your paragraph are a progression. This can be shown
in the paragraphs using transitions, repetitions, synonyms, pronouns, and parallel
structures.
1. Transitions refer to words that connect one idea to another, making the writer’s
ideas flow smoothly.
Category Transition Words
causation thus, therefore, since, on account of, hence, for that reason,
consequently, because, and so, as a result, accordingly
time first, afterward, before, after, earlier, eventually, then,
meanwhile, now, next, also
sequence furthermore, moreover, next, also, finally, last, besides,
additionally
contrast after all, otherwise, though, yet, notwithstanding,
nonetheless, in contrast, however, despite, conversely
comparison in like manner, in similar fashion, in the same way, likewise,
still, in comparison, too
example as an illustration, to demonstrate, to illustrate, for instance,
for example, specifically, that i
location above, adjacent to, wherever, there, peripherally, opposite
to, nearby, here, centrally, beyond
importance primarily, of less importance, foundationally, critically,
chiefly, most importantly
intensification in fact, without doubt, undoubtedly, surely, to repeat, of
course, indeed, no, yes
concession granted, it is true, naturally, to be sure, of course
purpose to this end, so that, in order that, for this purpose
summary to sum up, to summarize, in summary, in short, in sum, in
brief
conclusion to conclude, in the end, in conclusion, lastly, finally, thus,
therefore

2. Repetitions include a word, a phrase, or a full sentence repeated to highlight its

importance in the entire text. The repetition of the main ideas keeps continuity
and helps the readers remain focused and headed in the right direction.
Examples:
 The president said, “Work, work, and work,” are the keys to success.
 If you think you can make it, you can make it.
 Most students are intimated by the works of William Shakespeare. They
believe Shakespeare’s sonnets and plays are far too complicated to read
and understand.
3. Synonyms are words similar in meaning to important words or phrases. This
technique is used if direct repetition is too obvious.
 Example:
Teenagers face an enormous amount of peer pressure from friends. Hence,
many young adults are showing signs of great stress or depression at an early
age.

4. Pronouns are used to connect sentences by referring to preceding nouns and

pronouns. They can also help create paragraphs readable by removing
wordiness and unnecessary repetition.

Examples:
 Rodrigo R. Duterte is the 16th President of the Republic of the Philippines.
Moreover, he also served as Davao City’s Mayor for a long period of time.
He is also known by many as a strong leader.
 Mrs. Gomez approved to have a meeting with the workers’ union before
she signed the contract. She was willing to hear their concerns about the
newly proposed amendments in the company.

5. Parallel Structures include the use of matching words, phrases, clauses, or

sentence structures to express similar ideas. It allows the reader to understand
the connections between ideas and to flow smoothly from one idea, sentence, or
paragraph to the next.

Example:
In the conference hall, the students attended a lecture where the speaker
demonstrated how to properly wear a PPE. They also attended a lecture where
their school nurse explained how to keep one’s health protected from COVID-19.

Language Use
It refers to the appropriateness of word/vocabulary usage. Proper language use enables
you, the writer, to capture the message that you want to give to your readers. Language
use is one of the strongest indicators of a well-written text because it leads writers to
effectively communicate ideas without confusing the reader.
Six characteristics of effective language:
1. concrete and specific, not vague and abstract
2. concise, not verbose
3. familiar, not obscure
4. precise, not ambiguous
5. constructive, not destructive
6. appropriately formal
Concrete and Specific Language
Concrete language involves tangible qualities/characteristics and things we know
through our senses. Specific language designates particular items or individuals cases.
Consider the examples below.
Abstract Concrete
To excel in college, you’ll have to work To excel in college, you’ll need to attend
hard. every class; do all your reading before
you fo; write several drafts of each paper;
and review your notes for each class
weekly.
General Specific
The student enjoyed the class. Rhea enjoyed Mr. Gallardo’s 8:00 a.m.
EAPP class.

Observe how statements become more effective as the language becomes more
concrete and specific. In contrast, abstract and general statements can generate
multiple interpretations, and leave many questions unanswered.

Concise Language
It involves using the most appropriate terms to get one’s point across. Concise
language means using a minimal amount of effective terms to convey one’s argument.
To make the sentence more succinct, writers must avoid unnecessary words in their
sentences.
Verbose/Wordy Concise
Leah believed but could not verify that Leah assumed that James adored her.
James had feelings of affection for her.
My professor demonstrated some of the My professor demonstrated methods for
ways and methods for cutting words from cutting words from my essay.
my essay that I had written for the class.
Ludwig’s castles are an astounding Ludwig’s three castles are an astounding
marriage of beauty and madness. By his marriage of beauty and madness.
death, he had commissioned three
castles.

Familiar Language
It refers to words/ terms that the reader easily recognizes and understands because
they use them regularly. The message has a greater effect when using vocabulary that
is familiar to the reader.
 Unfamiliar Familiar
After our perusal of pertinent data, the The data we studied show that your
conclusion is that a lucrative market property is profitable and in high demand.
exists for the subject property.

The use of unfamiliar language or highfalutin words can eliminate the essence of the
message like in both examples below:
A letter sent to senior high school students warning them of the risks of an unhealthy
diet:
Individuals who maintain a diet of high-fat consent are exposed to an increased
risk of developing atherosclerosis, which is a buildup of fat deposits on the inner walls of
the arteries. This condition can reduce or cut off the flow of blood in the arteries serving
the major organs of the body. This can lead to poor health.

An assignment given to a class of ABM students by their philosophy teacher:

The presently assigned paper necessitates an eloquently articulated analysis of
the Existentialist perspective as it pertains to contemporary living. You should
adumbrate the points which represent the sine qua non of your analysis.‖

Precise Language
Through the use of precise language, vocabulary of specific nouns, and vivid verbs, you
can construct clear mental images and avoid wordiness. Moreover, the use of concise
language, using the fewest possible words without sacrificing meaning, makes your
writing more understandable.
Precise writing replaces vague terms for accurate nouns and active verbs.
Examples:
Imprecise Precise
Entrepreneurs use professional writing Entrepreneurs use professional writing
skills to communicate with others. skills to communicate effectively with
clients and business partners.
Research is taught early in the academic Research is taught to first-year university
world. students.

Constructive Language
The use of constructive language expresses a potentially negative in a positive way,
while destructive language leads the reader to blame and criticism, causing
defensiveness.
Destructive Constructive
The problem is… The challenge is…
What you do not understand is... Let me explain in a different way.
It is not my problem. How can I help?

Formality of Language
The formality of the language used should conform to the formality of the situation and
the relationship between the writer and the reader. Consider the following examples.
Very Formal Formal Informal
Exceedingly large A large number of A lot of people are
segments of the population consumers are unhappy with their doctors
are expressing their complaining about medical who only seem to care
discontent with medical doctors who are apparently about how much money
practitioners who appear to more interested in making they make, and not giving
more engross in amassing money than in providing their patients good care
financial assets than in effective health care.
providing efficacious care
to people with health
disorders. make, and not
giving their patients good
care
Depending on the reader, the writer’s relationship with the reader, and the
circumstance, the three examples may be suitable.
In one case, it might be appropriate to note that the language will be entirely permissible
in another. Therefore, it is necessary to consider the objectives of your writing, and use
language that is consistent with your objectives.
Take note.
Colloquial Informal Semi-formal Formal
Language Language Language Language
Audience Close friends, General General Specialized
family
Purpose Immediate Expression of Expression of Expression and
communication ideas of a ideas of development of
personal general ideas within
nature interest the course
Contractions Common Contractions, Generally Avoided
and slang yes; slang, no avoided
First/ Second Common Used for Used only to Avoided
 Person rhetorical effect clarify meaning
Sentence Whatever Complete Sentences are Sentences are
Structure conveys correct complete and complete and
meaning sentences are correct. correct.
used, but not
always

Mechanics
These are conventions that have to be considered in writing. Spelling, punctuation, and
capitalization are some of the examples. To prevent confusion, it is necessary to know
and follow these conventions in writing.
1. Spelling
When you write, always make sure that you are consistently using one standard
regarding the spelling of your words. Remember that there are slight differences
in American English spelling and British English spelling.

American Spelling British Spelling

airplane aeroplane
analyze analyse
anesthesia anaesthesia
aging ageing
color colour
defense defence
learned learnt
organize organise
theater theatre
traveled travelled

2. Punctuation
It is the act of using a system of symbols used to provide structure to and
organize a text, such as a comma, period, quotation marks, question marks, etc.
The use of punctuation directs the reader to interpret the text.
Punctuation Uses
Marks
Commas (,) a. Use a comma to separate items in a series. If all
items in the series are followed by and or, use a
comma
Example: Squirrel, rabbit, and venison are the three
kinds of meat originally in a burgoo.

b. Use a comma to separate two complete sentences

joined by a conjunction (and, but, or, nor, or for, and
 sometimes yet and so).

Example: We ran out of gas, so I went to the nearest

gas refilling station.

c. Use commas to set off dates and addresses

Examples: January 08, 2021/ Davao City, Philippines

Semicolon (;) a. Use a semicolon to separate two sentences when
there is no coordinating conjunction such as and, but,
or, nor, or for.

Example: Class was canceled today; Mr. Diaz was

homesick.

b. If the two sentences are joined by a conjunctive

adverb, such as however, consequently, therefore, or
moreover, use a semicolon before the conjunctive
adverb and a comma after it.

Example: Leaves fell from the trees in multiple

colors; consequently, we have a big job ahead for us
raking them into compost piles.

c. Use a semicolon to separate two sentences joined

with coordinating conjunction when commas are
contained within either of the sentences.

Example: Leaves fell from the trees in red, gold,

yellow, and brown; and it looked like snow with a
rainbow.

d. Use a semicolon to separate items in a series if there

are commas within the items

Example: Ms. Dapar, my friend; Mr. Diaz, my

neighbor; and Ms. Lastimosa, my MAPEH teacher all
pledged to support the program.
Colon (:) a. Use colon for conventional items: giving the time,
separating chapter from a verse in Bible references,
separating volume from a page in bibliography
references, and writing a salutation in a business
letter.

Examples: 5:30 a.m./ Luke 4:17-28/ Dear Madam:

 b. Use a colon to introduce a formal list. Words such as
the following or as follows frequently signal a formal
list.

Example: The attendant made the following checks

on my car: oil level, transmission fluid level, battery,
tire pressure, and windshield washer fluid.
Apostrophe (‘) An apostrophe is used as a substitute for a missing letter
or letters in a word (as in the contraction cannot = can't),
to show the possessive case (Jane's room), and in the
plural of letters, some numbers and abbreviations. Note:
groups of years no longer require an apostrophe (for
example, the 1950s or the 90s).
Dash (—) A dash is used to separate parts of a sentence.

Example: The dash is also known as an "em dash"

because it is the length of a printed letter m — it is longer
than a hyphen Ellipsis
Ellipsis (...) An ellipsis (three dots) indicates that part of the text has
been intentionally been left out.

Example: 0, 2, 4, ... , 100

Exclamation An exclamation point is used to show excitement or
point (!) emphasis.

Example: It is cold!
Hyphen (-) A hyphen is used between parts of a compound word or
name. It is also used to split a word by syllables to fit on
a line of text.

Example: The sixteen-year-old girl is a full-time student.

Parentheses () Parentheses are curved lines used to separate
explanations or qualifying statements within a sentence
(each one of the curved lines is called a parenthesis).
The part in the parentheses is called a parenthetical
remark.

Example: This sentence (like others on this page)

contains a parenthetical remark.
Period (.) A period is used to note the end of a declarative
sentence.

Example: I am busy.
Question mark A question mark is used at the end of a question.
(?)
Example: Where are you?
 Quotation Quotation marks are used at the beginning and end of a
mark (“) phrase to show that it is being written exactly as it was
originally said or written.

Example: She said, "Let's eat."

3. Capitalization
Capitalization, like punctuation, helps express details. Any sentence’s first word
is capitalized, signaling that a new sentence has started. To signify uniqueness,
proper nouns are capitalized. However, using capitalization merely to make a
word appear or sound significant is not right.

Below are few examples of words that require capitalization:

Proper nouns Examples : Arthur, Davao City
Proper adjectives Examples : Chinese, Filipino
Days of the week Examples : Sunday, Monday
Months of the year Examples: January, February
Specific Course Titles Example : Theater 101
Kinship names used in place of Examples: Grandpa, Mom, Aunt Selly,
personal name and are followed by Uncle Ben
personal names
Historical periods, events, documents Examples: Great Depression, the
Renaissance, the Constitution

From: Reading and Writing – Grade 11 Quarter 3 – Module 2: Properties of Well-written

Texts First Edition, 2020
References
 Barrot, Jessie S. (2016). Academic Reading & Writing for Senior High School.
Quezon City: C&E Publishing, Inc.
 Estacio, Ma. Joahna M. 2016. Developing Reading & Writing Skills. Quezon City:
The Phoenix Publishing House Inc.
 Gabelo, Nerissa C., Kristine Marie D. Concepcion, Edwin L. Nebria and Geoffrey
E. Girado. 2016. Reading-Writing: The Effective Connection for Senior High
School. Malabon City: Mutya Publishing House, Inc.
 Gonzales, Randy. Precise language, September 25, 2017,
http://profwrite.com/inc/writing/precise-language/
 ISU Writing Center. ―Concrete and specific language. Last revised Fall 2016.
https://www.isu.edu/media/libraries/student-success/tutoring/handouts-writing/
editingand-mechanics/Concrete-and-Specific-Language.pdf Landich, Katrina
Claire. ―Properties of a Well Written Text Last modified February 17, 2018.
 https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-written-
text88147656
 Rao, Prasada (2001).High School English Grammar & Composition. Ram Nagar,
New Delhi: S. Chand & Company Ltd.
 Southeastern Writing Center. ―Coherence. Last modified July,
2011.http://www.southeastern.edu/acad_research/programs/writingcenter/
handouts/p df_handouts/coherence.pdf