2. Live and Let Die
From Russia with Love
Diamonds are Forever
The Man with the Golden Gun
The Spy Who Loves Me
For Your Eyes Only
You Only Live Twice
Octopussy
3. The Power of Positive Thinking
The Purpose Driven Life
The Greatest Salesman in the World
4. Make Today Count
Developing Leaders Around You
The Naked Face
The Other Side of Midnight
Doomsday Conspiracy
The Bourne Identity
The Bourne Objective
The Bourne Sanction
5. A person with a good
vocabulary bank
can write an average
of 4040 to 5050 words per minute.
ABELOS, A. (2010) Essentials of Writing
6. Development of WritingDevelopment of Writing
•PictographPictograph oror picture writingpicture writing done by primitive people.
•Logographic writingLogographic writing or logograms started in
Near East China and in Maya writing.
This was used to represent ideas
.
•Ideographic WritingIdeographic Writing - developed in China
having 214 basic characters.
•Alphabetic SystemAlphabetic System – developed around 1800 BC when
Semitic-speaking people took the Egyptian syllabary
of 24 characters and transformed
these into consonant symbols.
7. Development of Writing:Development of Writing:
Alphabetic Writing - was further
refined from the Greeks to the
Romans which spread
throughout the European
countries whereby consonants
are most often paired with the
vowels to form a word.
This is the alphabet we are
presently using.
8. What is WRITING?What is WRITING?
According to HerskovitzAccording to Herskovitz writingwriting isis
a graphic representation of speech.a graphic representation of speech.
Stanovich definesStanovich defines writingwriting asas
a series of graphic symbola series of graphic symbol
which contains necessary information.which contains necessary information.
9. What is composition writing?What is composition writing?
Composition writingComposition writing is the act, process,
or art of producing literary, artistic or
musical pieces. (Webster Dictionary)
Composition writingComposition writing is both a
solitary and social act. (Alfonso,2008)
Specifically, advance composition writingadvance composition writing
focuses on the importance of writing
and identifying ways of generating ideas
towards purposeful writing. (Abelos, 2008)
10. • 1. we need to communicatewe need to communicate
• 2. we need to inform2. we need to inform
• 3. we need to fill out forms3. we need to fill out forms
• 4. we need to write log plans, journal, diary4. we need to write log plans, journal, diary
• 5. we need to report accomplishments5. we need to report accomplishments
• 6. we need to give directions6. we need to give directions
• 7. we need to write proposals7. we need to write proposals
• 8. we need to respond to letters, text messages, e mail8. we need to respond to letters, text messages, e mail
• 9. we need to write status reports, students’ grades etc.9. we need to write status reports, students’ grades etc.
Why is WRITING important?
11. • Writing is essential to success inWriting is essential to success in
all careers.all careers.
• Writing involves encoding andWriting involves encoding and
decoding.decoding.
Important things to consider:Important things to consider:
12. Teaching Writing
• Principles in Teaching Writing:
1. Writing literacy starts in the early years in
child development.
2. Writing is a creative act.
3. Writing for meaning is paramount.
4. Reading, viewing and writing, like speaking
and listening are inseparable
13. STAGES in the WRITING PROCESS
PREWRITINGPREWRITING WRITINGWRITING POSTWRITINGPOSTWRITING
Setting the purpose
Determining the
audience
Selecting
information
Generating ideas
Drafting and
composing
Revising the draft
Rewriting
Editing
Publishing
14. The local “issue” in writing:
A. Spelling (British and American Spelling)
BRITISH AMERICAN
amongstamongst among
behaviourbehaviour behavior
colourcolour color
humourhumour humor
programmeprogramme program
theatretheatre theater
centrecentre center
15. The local “issue” in writing:
B. (Differences in British and American Terminologies)
BRITISH AMERICAN
ladlad boy
liftlift elevator
crackerscrackers biscuits
chemistchemist druggist
undergroundunderground subway
push pinspush pins thumbtacks
suspendersuspender garter
16. The local “issue” in writing:
C. (Natural Plurals and British Plurals)
Natural Plurals British Plurals
antennasantennas antennae
criterionscriterions criteria
curriculumscurriculums curricula
formulasformulas formulae
retinasretinas retinae
stimulusstimulus stimuli
symposiumssymposiums symposia
17. The local “issue” in writing:
D. ANGLO SAXON (German descendants) and LATIN
WORDS (language spoken in Rome and in Western
Mediterranean)
ANGLO-SAXON LATIN
lovelove affection
bravebrave valorous
househouse edifice
sweatsweat perspiration
placeplace location
workwork labor
friendlyfriendly amicable
18. The local “issue” in writing:
E. (Common Greek Prefixes)
Prefix Meaning Example
micromicro small microscope
periperi around perimeter
techtech art technique
thermothermo heat thermometer
phonphon sound phonetics
polypoly many polygamy
loglog study logic
19. The local “issue” in writing:
F. (Common Latin Prefixes)
Suffix Meaning Example
-able-able worthy capable
-age-age act of linkage
-an-an one who artisan
-ation-ation state of activation
-ess-ess female lioness,
-ism-ism state of socialism
-ment-ment result of payment
20. G. DENOTATION & CONNOTATIONG. DENOTATION & CONNOTATION
Denotation - the basic literal
meaning of the word found in
the dictionary
Connotation – is the emotional side of
the word in contrast with its literal
meaning.
Ex: Ben was pruning the shrubs, when
his wife shouted, “Hey, aren’t you done
slashingslashing those thicketsthickets?
22. General Term Specific Term
House Pet Cat /dog
Vicinity Inside the house
Outside the fence
Staff Mr. Juan Dela Cruz
Miss Maria Agwanta
Pre-School Day care, Nursery
Kinder
Airline Company PAL, Cebu Pacific
II. Diction in Writing. Diction in Writing
Use clear and concise language
23. General
Term
Specific Term
Touch cold, warm, moist, rough, soft
Taste sweet, bitter, minty, salty, hot
Smell pungent, stench, musky, rancid
Sight clear, foggy, glaring, dappled, blazing
Sound Soft, whisper, crackle, deafening,
murmur, thundering
II. Diction in Writing. Diction in Writing
Use clear and concise language
24. Diction in WritingDiction in Writing
J. SYNONYMS J. SYNONYMS
It is used in writing for the sake
of variety and to avoid redundancy.
Word Synonyms
Ability Aptitude, skill, capability, talent
Remuneration Payment, salary, compensation
Influx Arrival, invasion, entry,
Gratitude thankful, pleased, delighted
Cooperate Assist, collaborate, support
25. Diction in WritingDiction in Writing
K. ANTONYMS K. ANTONYMS
It is used for contrast in writing
Word Antonyms
Abundance Scarcity, shortage, insufficiency
Energetic Frail, pathetic, weak
Weird Typical, usual, distinctive
Optimistic Pessimistic, cynical, skeptical
Successful Failure, letdown, disillusion
28. Diction in WritingDiction in Writing
N. TECHNICAL JARGONSN. TECHNICAL JARGONS
Every profession has its technical vocabulary.
This is important in technical discussions.
Profession Applications
Medicine NPO, X-ray, ECG, chemotheraphy
Law Affidavit, prima facie, notary
Teaching LP, SF, Gen. Ave. , Instructional
Decision
Musicians Staccato, pianissimo, lyrics
Economics Commodity, assets, collateral
29. Diction in WritingDiction in Writing
O. O. CLICHÉS
Clichés are wordy. It is better to avoid them.
Replace clichés with original words
Clichés Replacement
Aching void emptiness
Bolt from the blue caught by surprise
By force of circumstance because
Clinging vine Dependent person
Every fiber of one’s being completely
Footprints in the sand of time Past event
Let us roll our sleeves Let us work
In the near future soon
30. Diction in WritingDiction in Writing
O. O. CLICHÉS
Clichés are wordy. It is better to avoid them.
Replace clichés with original words
Clichés Replacement
It goes without saying obviously
It’s a cinch Definitely
The last but not the least Finally
To the heart’s content Satisfy
Holy state of matrimony marriage
The indigenous people The natives
In the depths of despair depressed
In this day and age Today
34. Plan before you write:Plan before you write:
1. What do I want to write about?
2. What is the central theme of this
topic?
3. What are the supporting details
of this topic?
4. What personal insight can I add
to this topic?
5. What appropriate conclusion will
I write down?
35. 1.1. PURPOSEPURPOSE is the key in determiningis the key in determining
what and how a writer goes aboutwhat and how a writer goes about
with a certain text or statement.with a certain text or statement.
Is this an observation?Is this an observation?
Is this an opinion?Is this an opinion?
Is this a suggestion?Is this a suggestion?
Is this an inquiry?Is this an inquiry?
Is this for information dissemination?Is this for information dissemination?
Is this meant to amuse the reader?Is this meant to amuse the reader?
36. • - Identify your ReaderIdentify your Reader
• - Discover the expectations of the Reader- Discover the expectations of the Reader
• - Consider how your Reader reacts to your- Consider how your Reader reacts to your
topictopic
• - Anticipate how the Reader- Anticipate how the Reader
will respond to thewill respond to the
issue presented.issue presented.
2. Analyze the Reader
37. • Let the words flow easily and smoothly.
• Let the reader create a clear mental picture of
events without having to decipher the meaning
of the written words.
Try this:
The entrée to the sequestered hot tubs
at Pines Spa is achieved via a peripatetic
ascent that rewards the excursionists
with halcyon tranquility.
3.3. UseUse SimpleSimple andand Direct WordsDirect Words
38. Revised:
The private hot tubs at Pines Spa
can be reached by a winding
footpath. The secluded location
provides a calming atmosphere for
guests.
39. Unclear:
The custard cake tastes good.
More specific:
The custard cake is so creamy its melts
in the mouth.
4. Be Specific
40. • The Paragraph’s purpose:
______________________________________
______________________________________
______________________________________
___________________________
• First Event:
• Second Event:
• Third Event:
• Final Concluding Statement
The Formal and Final OUTLINE
41. • To narrate is to tell a story that explains whatTo narrate is to tell a story that explains what
happened, when it happened and who is/arehappened, when it happened and who is/are
involved.involved.
• This consists of:This consists of:
- Starting with a good leadStarting with a good lead
- Using vivid expressions in describingUsing vivid expressions in describing
significant eventssignificant events
- Avoid making inaccurate implicationsAvoid making inaccurate implications
- Establish linkage between the beginningEstablish linkage between the beginning
statement and the concluding words.statement and the concluding words.
Narrative WritingNarrative Writing
42. • WORDS that show SEQUENCEWORDS that show SEQUENCE
Since narrative writing describes events that
happen sequentially writers need to use
sequence words.
Ordinal transition:
First, second, or secondly or thirdly…
Time sequence:
Next, before, after,
subsequently,
finally
44. You are a high school chemistry teacher. Noel,
one of your students was extremely destructive.
You gave several warnings. Noel continued
“experimenting” with the chemicals. Suddenly, a
loud blasts ensued. You were horrified when you
saw Noel’s two fingers were severed. You are to
render a narrative report to the school principal.
• The Paragraph’s purpose:
• First Event:
• Second Event:
• Third Event:
• Final Concluding Statement
Practice Exercise:Practice Exercise:
45. The “global issue” in writing
includes the following:
IdeasIdeas
OrganizationOrganization
VoiceVoice
Word ChoiceWord Choice
Sentence FluencySentence Fluency
ConventionsConventions
PresentationPresentation
46. Select an idea (the topic)
Narrow the idea (focus)
Elaborate on the idea (development)
Discover the best information to
convey the main idea (details)
47. •What do I know about the topic?
•Is my topic relevant?
•Is it interesting?
•Are my sources reliable?
48. 2. Organization2. Organization
Introduction: Get the readers’ ATTENTION!Introduction: Get the readers’ ATTENTION!
State the first MAIN POINT.State the first MAIN POINT.
State the supporting details.State the supporting details.
State the second MAIN POINT.State the second MAIN POINT.
State the third MAIN POINT.State the third MAIN POINT.
Conclusion. Restate your main idea.Conclusion. Restate your main idea.
Leave the reader with a good impression.Leave the reader with a good impression.
49. 2. Organization2. Organization
Writing an introduction—
it should hook the reader
(putting in the 5Ws& the H)
•The what – features the event
•The who – features the person
•The why- features the cause of the event
•The when- stresses the importance of time
•The where- features the time
•The how – features the importance of
•the event
51. 3: Voice
Voice is the writer’s music
coming out through words,
the sense that a real person is
speaking to you and cares about
the message.
52. 3: Voice
VOICE emerges when the writer…
Speaks directly to the reader on an
emotional level.
Experiments with style to match the
purpose and audience.
53. 4: Word Choice
Striking language: Sharpen students
descriptive powers
Exact language: Using lively verbs,
precise nouns, and accurate modifiers
Natural language: Making it sound
authentic
Beautiful language: Choosing colorful
words and phrases
54. 4: Word Choice
WORD CHOICE isn’t just about the use—
r misuse of words.
t is about the use of rich, colorful,
recise language that both communicates
nd inspires the reader
56. 5: Sentence Fluency
Strong sentence fluency is
marked by logic, creative
phrasing, parallel
construction, alliteration, and
word order that makes
reading feel natural.
57. 5: Sentence Fluency
Establish flow, rhythm, and
cadence.
Vary sentence length and
structure.
Construct sentences that
enhance meaning.
58. 6: Conventions
Conventions guide the reader
through the text, making ideas
readable and understandable.
Conventions include spelling,
punctuation, grammar, capitalization
and paragraphing.
Most students struggle with
conventions because they don’t see
the power of good writing mechanics,
and because they aren’t encouraged
to take enough risks with their writing.
59. 6: Conventions
Be sure to understand that editing
and revising are different.
Expect correctness, but only
according to appropriate
developmental level and age.
Value experimentation right along
with correctness. It’s a balancing
act.
Be patient. Learning to use
conventions well takes time.
61. The Drafting Stage
. The Introductory paragraph
his differs in size, but have one thing
common, it must be clear and vivid
nough to invite readers.
62. The Drafting Stage
1. The INTRODUCTORY PARAGRAPH
Open with a quotation
Open with a question
Open wit a direct address
Open with a description
Open with an anecdote
Open with a background story
63. The Drafting Stage
he SUPPORTING STATEMENT
1. Each support paragraph unit
s an idea unit
2. Paragraphs keep readers on paths
3. It contains details that support the
main topic.
4. Attract attention with a well –placed
short paragraph… most often for emphasis.
64. The Drafting Stage
he SUPPORTING STATEMENT
1. Get enough sources to make your
material authentic.
2. Focus on your purpose in writing
3. Be specific, discard unnecessary words.
4. Get the message across
65. The Drafting Stage
he CONCLUDING STATEMENT
1. Restate your position
2. Predict an outcome
3. Offer a solution
4. Request for immediate action
5. Make a recommendation
66. The Drafting Stage
he CONCLUDING STATEMENT
1. Close with a quotation
2. Close with a question
3. Close with a call to action
4. Close with an insightful look backward
67. The REVISING Stage
REVISING is the process of seeing again…
It is discovering a new vision for
the writing you produced in drafting stage.
Revision means creating the final draft
redefining the purpose, reshaping,
and reworking the transitions
