Reading and Writing

Skills 11

Grade 11
UNIT 1: Reading and Thinking
Strategies across Text Types
MODULE 1: Text as Connected Discourse

(Week 1)

Prepared by:

MARILOU T. LUNA, JRA, LPT.

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 Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
University Town, Northern Samar, Philippines
Web: http://uep.edu.ph; Email: uepnsofficial@gmail.com

University of Eastern Philippines Laboratory Senior High School

MODULE 1: Text as Connected Discourse

In this module, you will be able to:

1. Describe a written text as connected discourse.
Specifically, you are expected to:
a) Realize that information in a written text may be selected and organized to achieve a
particular purpose.
b) Critique a chosen sample of each pattern of development focusing on information
selection, organization, and development.
c) Be able to describe a written text as connected discourse.

I hope that in this journey towards learning another lesson, you stay curious and
motivated as you do this first activity.

LET’S BEGIN

Time for a Warm Up!

Find a book or browse on some internet sites and read about discourse; focus on the
nature and purposes of a discourse. After doing so, conduct a short research and take down notes
about it, do not forget to cite your source(s). Write your notes on the left column of the table below.
Read your notes again and sum them up on the right column.

NOTES SUMMARY

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 I. Definition and Purposes of a Discourse
A discourse is a formal and often lengthy discussion of a topic, where concepts and
insights are arranged in an organized and logical manner. Also, it refers to the way how language
is used to convey meanings or to propel action or provoke a specific response. It is often
associated with speech, but it may also be written. It usually serves as a writer’s or a scholar’s
analysis of a concept or theory proposed by another writer.

Purposes of a discourse:
1. To inform – A discourse that aims to inform provides a descriptive and comprehensive
discussion on the topic. It points out what one should know about a topic or subject.

2. To persuade – A discourse that aims to persuade tries to convince the readers that the
proposed claim or solution is better than any other proposal.

3. To entertain – A discourse that aims to amuse provides a source of entertainment for its
readers.

Analyzing a discourse is usually contextual. The reader tries to consider several factors that
may have influenced the writer to make certain claims. Those factors explain the author’s biases,
philosophy, and educational and professional backgrounds, among others. Below are three of
those factors.
1. Culture – The beliefs, customs, attitudes, language, and other things that define
culture may influence the author’s perspective on several issues. Knowing about the
culture the author belongs to, the reader may understand his or her biases.

2. Social environment – The author’s physical surroundings and social relationships,

as well as the culture of the time may have influenced his or her writing. For instance,
during the early decades of the 20th century, most writers produced works that were
classified as “modern” because of its distinct feature: stream of consciousness.

3. Experiences – Personal accounts or first-hand experience of events, though

subjective, establish credibility and reliability of information presented in any
discourse.

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 II. Types of Discourse
➢ Argumentation – In this type of discourse, the writer aims to persuade the audience
or readers. He or she presents valid claims or counterclaims, each supported by
evidence, to prove a point. In proving claims, the writer presents studies, experts’
opinions, and statistical data, among others. Moreover, an argumentative discourse
should appeal to logic or reason instead of emotion.

➢ Description – This type of discourse is based on the main impression of the author
about the topic or subject. His or her impression is influenced by prior knowledge,
culture, environment, and experiences, among others. As the writer describes his or
her observations, it triggers sensory images among readers.

➢ Exposition – This aims to inform, clarify, and explain a phenomenon. It defines what
something is and provides an in-depth discussion about topics that are usually less
explored. Moreover, it gives reader instructions on how something is done.

➢ Narration – This type of discourse is like storytelling. It recalls events chronologically.

It is told in the first, second, or third person point of view. Moreover, its structure may
be linear or nonlinear. A linear structure follows a typical format: beginning, middle,
end; while a nonlinear structure may start from the end or in the middle.

III. Literary Discourse

A literary discourse is generally focused on creative works, including nonfiction. Also, it
includes texts that are used strictly for business communication. The following are the three types
of literary discourse:
1. Poetic – This type of discourse is commonly found in creative works like poems,
novels, short stories, and plays. It focuses on how language is used to form themes
and convey ideologies. Some meanings in creative works are explicit, while some are
implied, especially in poems. Ordinary words, especially those used in a poem, are
made appealing through sound patterns.

2. Expressive – This type of discourse is commonly found in academic journals, letters,

diaries, and blogs. It is a personal narrative and is typically written in the first person
point of view. In the process, the writer reveals something about his or her identity. In
literary terms, expressive discourses are referred to as creative nonfiction.

3. Transactional – This type of discourse is commonly found in instructional materials,

advertisements, and editorial articles, among others. It is directive in nature as it
provides detailed information on how something is done or achieved. Moreover, it
encourages the reader to do something or to take action.

IV. Academic Discourse

An academic discourse is expository or argumentative in nature. Sometimes, it presents an
individual’s insights regarding a concept or method in a scholarly way. Unlike other discourses,
an academic discourse uses formal language and the third person point of view; it maintains an
objective tone. It avoids using figures of speech and idiomatic expressions, including biased or

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stereotyped and sexist language. Its examples include essays, journals, book reviews, synthesis,
literature review, and research, among others.
Structures or formats of academic discourses may vary depending on the approved or
recommended style guide to use. Below is a general format.
1. Introduction – In this part, the writer states the significance of the topic and the issues
that need to be addressed. Also, the writer mentions the objectives of the discourse
and how it may be beneficial or detrimental.

2. Body – In this part, the writer discusses the methods of gathering information. He or
she then presents the findings and interprets them. Moreover, he or she formulates
arguments and supports them with evidence.

3. Conclusion – In this part, the writer reiterates the claims and asserts his or her stand.
He or she may include insights and recommendations for further studies.

V. Characteristics of Connected Discourse

Written text is also described as written discourse, especially when a simple analysis of it
reveals that it is connected discourse, e.g. It uses cohesive devices, connectives, conjunctions,
and repetitions. Written text acquires the characteristics of connected discourse when:
1. Its ideas are linked logically.

2. There is logical organization and development of the theme.

3. There is use of repetition, reference, conjunctions, connectives and other transitional

devices.

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Name: _____________________________________
Grade & Section: ___________________________
Date: _______________________________________

Activity 1

Direction:
There are three specific topics of speeches together with its description, you will identify
whether it is to inform, to persuade, or to entertain.

TOPIC DESCRIPTION PURPOSE

1. Promoting the It presents identified
importance of problems, its causes, and
observing proper recommended solutions.
hygiene as a human
being.
2. Campaigning to the It presents related
house of categories.
representatives and
justifying why should
a bill be approved as
a law.
3. Describing the It presents the idea in a
effects and results of chronological sequence.
the quarantine
before, during, and
after the COVID – 19
Pandemic.

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Name: _____________________________________
Grade & Section: ___________________________
Date: _______________________________________

STActivity 2

Direction: Create an infographic about how you understood the lesson on Text as a
Connected Discourse.
Rubric
Content (25%): This includes the relevance of the information inputted into
the infographic.
Organization (10%): This includes the appropriate the use of correct
paragraphs; the logical flow of ideas.
Language (10%): This includes the use of vocabulary words to heighten the
reader’s experience; the sue of wit, metaphor, simile, and irony.
Mechanics (5%): This includes the correct use of grammar, spelling, punction,
and sentence sense.

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Name: _____________________________________
Grade & Section: ___________________________
Date: _______________________________________

QUIZ

1. This provides a descriptive and comprehensive discussion on the topic, what one should
know about a topic or a subject
a. Culture c. Experience
b. Discourse d. To inform
2. The author's physical surroundings and social relationships, as well as the culture of the
time may have influenced his/her writing.
a. Culture c. Narration
b. Experiences d. Social Environment
3. This aims to inform, clarify, and explain phenomenon; providing in-depth discussion about
topics that are usually less explored.
a. Exposition c. Narration
b. Expressive d. To inform
4. It focuses on how language is used to form themes and convey ideologies, especially in
poems.
a. Exposition c. Poetic
b. Expressive d. To entertain

5. Is focused on creative works including nonfiction, it also includes texts that are used strictly
for business communication.
a. Discourse c. To inform
b. Literary Discourse d. Transactional

6. It represents an individual’s insights regarding a concept or method in a scholarly way.

a. Academic c. Discourse Narration
b. Body d. Experience

7. In this part, the writer discusses the methods of gathering information then presents the
findings and interprets them. Moreover, he/she formulates arguments and supports them
with evidence.
a. Argumentation c. Introduction
b. Body d. To entertain

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8. It is commonly found in instructional materials, advertisements, and editorial articles it is
directive in nature as it provides detailed information on how something is done or
achieved.
a. Culture c. Narration
b. Literary Discourse d. Transactional

9. The writer presents valid claims or counterclaims, each supported by evidence to prove a
point.
a. Argumentation c. Narration
b. Description d. To persuade

10. Aims to persuade and tries to convince the readers that the proposed claim or solution is
better than any other proposal.
a. Argumentation c. Poetic
b. Experiences d. To Persuade

APPROVED BY:

MARLO D. ALVAREZ, PhD

Principal

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