PROPERTIESOF A

WELL-WRITTEN
TEXT
 I.ORGANIZATION
• property of a well-written text constitutes the logical order of
presentation of ideas.

• Organization is achieved when these ideas are logically and accurately

arranged.

• properties of a well-written text involve summarizing the overall

argument and beginning each paragraph with a topic sentence.
II. COHERENCE AND COHESION
property of a well-written text features the textual continuity

COHERENCE: All sentences connected to

each other.

COHESION:
Connection of ideas at the sentence level
II. Coherence and Cohesion

A.Arrangement of details according

to . . .
1. Chronological Order

2. Spatial Order

3. Emphatic Order
 COHERENCE AND
COHESION
1. CHRONOLOGICAL. The
details are arranged in the

•order in which they happened.

 COHERENCE AND COHESION
This morning was crazy. My alarm clock was set for PM
instead of AM, so I woke up really late. I just threw on some
clothes and ran out the door. I rode my bike as fast as I could
and thought that I was going to be late for sure, but when I got
there everyone was outside and there were firetrucks all lined
up in front of the school. I guess somebody pulled the fire
alarm before class started. It worked out though because
nobody really noticed or minded that I was tardy.
COHERENCE
AND
COHESION
 COHERENCE AND
COHESION
2. SPATIAL – The sentences of a
paragraph are arranged
according to geographical
location, such as left-to-right,
up- to-down, etc
The inside of Bill's refrigerator was horrible. On
the top shelf was a three-week-old carton of milk.
Next to it sat a slice of melon that had started to
get moldy. To the right of the melon sat the
remains of a macaroni and cheese dinner that had
been served a week earlier. On the shelf below
was a slice of cake from his sister's birthday party.
Though there was food, none of it was edible.
 COHERENCE AND
COHESION

3. EMPHATIC – is when information found in a

paragraph is arranged to emphasize certain points
depending on the writer’s purpose.
The coherence of the paragraph is established in one of
two ways: (a) from least to most important, or (b)
from most to least important.
 After looking at all the brochures and talking to
several salesmen, I decided to purchase an SLR
camera. For several years I had been dissatisfied with
the results I was getting from my point-and-shoot
camera. The framing was imprecise and the focus was
not always accurate. I had planned a vacation to an area
that promised many fabulous photo opportunities, and I
wanted to capture each one with accuracy. But the most
important reason I decided on the SLR camera was the
great versatility it offered.
 In the above paragraph, the organization
moves from the least important idea
(dissatisfaction with the results of the point-
and-shoot camera) to the most important
idea (the versatility offered with the SLR
camera).
 COHERENCE AND
COHESION
B. Signal Devices
1. Transitions
a. Time e. Comparison
b. Sequence f. Contrast
c. Space g. Cause and Effect
d. Illustration h. Conclusion
2. Repetitions
3. Synonyms
4. Pronouns
B. Signal Devices

- words that give readers an

idea of how the points in your
paragraph are progressing
 COHERENCE AND
COHESION
Examples:
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.)
 COHERENCE AND
COHESION

c. Space
(above, next to, below,
behind, beside, etc.)
d. Illustration
(for instance, specifically,
for example, namely, in this
case, to illustrate, etc.)
 COHERENCE AND
COHESION

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.)
2. Repetitions
(repetitions of main ideas keep continuity
and highlight important ideas)

-it could be a word, a phrase, a full

sentence, or a poetical line repeated to
emphasize its significance in the entire text
Examples of Repetitions:
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.
3. Synonyms
(these are words similar in
meaning to important words
or phrases that prevent
tedious repetitions)
4. Pronouns
(words that connect readers to
the original word that the
pronouns replace)
 LANGUAGE
USE

III. LANGUAGE USE

property of well-written text refers to the appropriate
use of language in writing

- appropriateness of word/vocabulary
IV. MECHANICS
- Writing conventions of the
words on how to spell,
abbreviate, punctuate, and
capitalize

- properties of a well-written
text refer to the grammatical
aspects of writing
HOMOPHONES
MECHANICS HOMOGRAPHS

Advise- advice Blue- Blue

Ate- eight Fair-Fair
Write- right Miss-Miss
UNITY

All sentence in a paragraph

supports the topic sentence or
main topic.
PARAGRAPH

-A group of sentences focusing on a topic

-It has clear, logical sentences that flow

together well.

- It has sentences that all stick to the main

idea expressed in the topic sentence
LET’S PLAY
A
GAME
 In this activity, I will be
presenting you excerpts or
examples from a text. You will try
to determine what property of a
well-written text is present/used
in it. For example. . .
Michael took the children with
him.
Question no. 1:
Central Idea: The Eiffel Tower is divided into three
sections.
Main Points: I. The lowest section of the tower contains
the entrance, a gift shop, and a restaurant.
II.The middle section of the tower consists of stairs and
elevators that lead to the top.
III.The top section of the tower includes an
observation deck with a spectacular view of Paris.
Spatial Order
Question no. 2
During the early twentieth century, in addition to
industrialization, urban growth and technological
development, Australian society was experiencing a
transformation of the domestic ideal. Consequently,
people were subject to an increasing array of
government and professional programs aiming to
manage and regulate life, particularly family life.
Some of these programs were. . .
Answer: Signal
Devices/Transitions
Question no. 3
ALTERNATIVE: A poor or negative
result
Instead of: A bad result
Answer: Language Use
Question no. 4
(Aside from transitions)
During the early, twentieth century, in addition to
industrialization, urban growth. and technological
development?, australian society was experiencing a
transformation of the, domestic ideal!
Answer: Mechanics
Question no. 5
This morning was crazy. My alarm clock was set for PM
instead of AM, so I woke up really late. I just threw on some
clothes and ran out the door. I rode my bike as fast as I could
and thought that I was going to be late for sure, but when I
got there everyone was outside and there were firetrucks all
lined up in front of school. I guess somebody pulled the fire
alarm before class started. It worked out though, because
nobody really noticed or minded that I was tardy.
Answer: Chronological order
Question no. 6
President Rodrigo Duterte was the
16th President of the Republic of
Philippines. He is also the former
Mayor in Davao City for a long time.
Answer: Coherence and Cohesion, Pronouns
Question no. 7
Incorrect: The value in this variable is used to
determine when to pause during long display output,
such as during a software dump. Its value is reset each
time the ok prompt is displayed.

Correct: The value in this variable is used to determine

when to pause during long display output, such as
during a software dump. The variable’s value is reset
each time the ok prompt is displayed.
Answer: Mechanics
 CONGRATULATIONS TO
THE WINNERS!  
CONGRATULATIONS ALSO
TO EVERYONE! 
skills!
IV.EVALUATION
IDENTIFICATION
Direction: Identify the following by writing it on the space before the item
number.
1. This is achieved when these ideas are logically and
accurately arranged.
2. The details of a paragraph are arranged according to
the order in which they happened.
3. It is a set of conventions on how to spell, abbreviate,
punctuate, and capitalize.
4. These are words that connect one idea to another, in
order for our ideas to flow smoothly.
5. This means that sentences are arranged in a logical
manner, making them easily understood
by the reader.
 6.These are words similar in meaning to
important words or phrases that prevent tedious repetitions.
7.The sentences of a paragraph are arranged
according to geographical location, such as left-to-
right, up-to-down, etc.
8.These are words that give readers an idea of
how the points in your paragraph are progressing.
9.These are the words that connect readers to
the original word that they replace.
10.To attain this property, one must be
consistent with the use of pronouns.
Key to Correction:
1. Organization
2. Chronological/Order
3. Mechanics
4. Transitions
5. Coherence
6. Synonyms
7. Spatial/Order
8. Signal Devices
9. Pronouns
10. Language Use
V. ASSIGNMENT (2 minutes)
Create a short well-written paragraph (about
anything) employing the properties of a well-written
text. Your essay will be rated according to this analytic rubric.
Consequently, use this rubric as a guide when writing your essay
and check it again before you submit your essay.
 TRAITS 4 3 2 1
Focus & Details There is one clear, well- focused topic. There is one clear, well-focused There is one topic. The topic and main ideas are not
Main ideas are clear and are well topic. Main ideas are clear but Main ideas are somewhat clear. clear.
supported by detailed and accurate are not well supported by
information. detailed information.

Organization The introduction is inviting, states the The introduction states The introduction states the main There is no clear introduction,
main topic, and provides an the main topic and provides an topic. A conclusion is included. structure, or conclusion.
overview of the paper. Information is overview of the paper. A conclusion
relevant and presented in a logical is included.
order. The conclusion is strong.

Voice The author’s purpose The author’s purpose of writing is The author’s purpose The author’s purpose of writing
of writing is very clear, somewhat clear, and there is some of writing is somewhat is unclear.
and there is strong evidence of evidence of attention to audience. clear, and there is
attention to audience. The The author’s knowledge evidence of attention to
author’s extensive and/or experience with the audience.
knowledge and/or topic is/are evident. The author’s knowledge
experience with the topic is/are and/or experience with the topic
evident. is/are limited.
Word Choice The author uses vivid words and The author uses vivid words and The author uses words The writer uses a limited vocabulary.
phrases. The phrases. The choice and placement that communicate clearly, but the Jargon or clichés may
choice and placement of words seems of words is inaccurate at times writing lacks variety. be present and detract from the
accurate, natural, and not forced. and/or seems overdone. meaning.

Sentence Structure, All sentences are well Most sentences are Most sentences are well Sentences sound
Grammar, Mechanics, & constructed and have well-constructed and constructed, but they awkward, are distractingly repetitive,
Spelling varied structure and length. The have varied structure and length. have a similar structure or are difficult to understand. The
author The author and/or length. The author
makes no errors in makes a few errors in author makes several makes numerous errors
grammar, mechanics, grammar, errors in grammar, in grammar,
and/or spelling. mechanics, and/or mechanics, and/or mechanics,
spelling, but they do spelling that interfere with and/or spelling
not interfere with understanding. that interfere with
understanding understanding.
THANK YOU
FOR LISTENING!
(If ever you listened)

CLAIMS
3 TYPES OF CLAIM
 CLAIMS
• an assertion of the truth of something, typically one that is
disputed or in doubt.
• state or assert that something is the case, typically without
providing evidence or proof.
 Claim of Policy
• When an author claims in the argument that something
should be implemented.
• An argument that asserts the implantation of a certain policy.
• It generally states solutions and plans that are procedural and
organized.
 Claim of Value
• When an author persuades readers, something is important
• Assert something that can be qualified
• Consist of arguments about moral, philosophical, or aesthetic topics.
• Try to prove that some values are desirable compared to others
 Claim of Fact
• When an author states in the argument that something is true
• statements that can be verified as they rely on actual information for
support.
• It states a quantifiable assertion or measurable topic.
• They assert that something has existed, exists, or will never exist based
on data.
INTERTEXT
vs
HYPERTEXT
INTERTEXT
 INTERTEXT
• Refers to those interrelationships among texts that shape a text's meaning.
• Interconnections between similar or related works perceived by an audience or
reader of the text.
• Defines as comparing the meaning of a text to another text.
• Read one text and reference another, or when you adopt and change a prior text.
• Emphasizes that the text is always influenced by previous texts and in turn
anticipates future texts.
HYPERTEXT
 HYPERTEXT
• This information shows as links and is usually accessed by clicking.
• The reader can find more information about a topic, which may have more links.
• This open up the reader to a wider horizon of information to a new direction.
• It associates topics on a screen to related information, graphics, videos and music
where information is not simply connected to the text.
• Unintentionally seeing patterns (that are apparent in another text) in the materials
being read.
• Creates a network of linked materials and encourages readers to go through the
material at their pace