Live and Let DieFrom Russia with LoveDiamonds are ForeverThe Man with the Golden GunThe Spy Who Loves MeFor Your Eyes OnlyYou Only Live TwiceOctopussy

The Power of Positive Thinking

The Purpose Driven Life

The Greatest Salesman in the World

Make Today CountDeveloping Leaders Around You

The Naked FaceThe Other Side of MidnightDoomsday Conspiracy

The Bourne IdentityThe Bourne ObjectiveThe Bourne Sanction

A person with a good vocabulary bank can write an average of 4040 to 5050 words per minute.

ABELOS, A. (2010) Essentials of Writing

Development of WritingDevelopment of Writing

•Pictograph Pictograph oror picture writing picture 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 Writing Ideographic Writing - developed in China having 214 basic characters.•Alphabetic System Alphabetic System – developed around 1800 BC when Semitic-speaking people took the Egyptian syllabary of 24 characters and transformed these into consonant symbols.

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.

What is WRITING?What is WRITING?

According to Herskovitz According to Herskovitz writingwriting is is a graphic representation of speech.a graphic representation of speech.

Stanovich defines Stanovich defines writing writing as as a series of graphic symbol a series of graphic symbol which contains necessary information.which contains necessary information.

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 writing Composition writing is both a solitary and social act. (Alfonso,2008)

Specifically, advance composition writing advance composition writing focuses on the importance of writing and identifying ways of generating ideas towards purposeful writing. (Abelos, 2008)

• 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?

• Writing is essential to success in Writing is essential to success in all careers.all careers.

• Writing involves encoding and Writing involves encoding and decoding.decoding.

Important things to consider:Important things to consider:

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

STAGES in the WRITING PROCESS

PREWRITINGPREWRITING WRITINGWRITING POSTWRITINGPOSTWRITING

Setting the purpose

Determining the audience

Selectinginformation

Generating ideas

Drafting andcomposing

Revising the draft

Rewriting

Editing

Publishing

 The local “issue” in writing:A. Spelling (British and American Spelling)

BRITISH AMERICANamongstamongst amongbehaviourbehaviour behaviorcolourcolour colorhumourhumour humorprogrammeprogramme programtheatretheatre theatercentrecentre center

 The local “issue” in writing: B. (Differences in British and American Terminologies)

BRITISH AMERICANladlad boyliftlift elevatorcrackerscrackers biscuitschemistchemist druggistundergroundunderground subwaypush pinspush pins thumbtackssuspendersuspender garter

 The local “issue” in writing: C. (Natural Plurals and British Plurals)

Natural Plurals British Pluralsantennasantennas antennaecriterionscriterions criteriacurriculumscurriculums curriculaformulasformulas formulaeretinasretinas retinaestimulusstimulus stimulisymposiumssymposiums symposia

 The local “issue” in writing: D. ANGLO SAXON (German descendants) and LATIN WORDS (language spoken in Rome and in Western Mediterranean)

ANGLO-SAXON LATINlovelove affectionbravebrave valoroushousehouse edificesweatsweat perspirationplaceplace locationworkwork laborfriendlyfriendly amicable

 The local “issue” in writing: E. (Common Greek Prefixes)

Prefix Meaning Examplemicromicro small microscopeperiperi around perimetertechtech art techniquethermothermo heat thermometerphonphon sound phoneticspolypoly many polygamyloglog study logic

 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

G. DENOTATION & CONNOTATIONG. DENOTATION & CONNOTATION

Denotation - the basic literal meaning of the word found in the dictionaryConnotation – is the emotional side of the word in contrast with its literal meaning.Ex: Ben was pruning the shrubs, whenhis wife shouted, “Hey, aren’t you done slashingslashing those thicketsthickets?

H. Diction in WritingH. Diction in Writing

Diction in writing refers to the choice of words that is appropriate and suitable forthe intended purpose. - Be specific- Go straight to the point- Avoid vague and indefinite words- Enrich your vocabulary

General Term Specific TermHouse Pet Cat /dogVicinity Inside the house

Outside the fence Staff Mr. Juan Dela Cruz

Miss Maria AgwantaPre-School Day care, Nursery

KinderAirline Company PAL, Cebu Pacific

II. Diction in Writing. Diction in Writing Use clear and concise language

General Term

Specific Term

Touch cold, warm, moist, rough, softTaste sweet, bitter, minty, salty, hotSmell pungent, stench, musky, rancidSight clear, foggy, glaring, dappled, blazingSound Soft, whisper, crackle, deafening,

murmur, thundering

II. Diction in Writing. Diction in Writing Use clear and concise language

Diction in WritingDiction in Writing J. SYNONYMS J. SYNONYMS It is used in writing for the sake of variety and to avoid redundancy.

Word SynonymsAbility Aptitude, skill, capability, talentRemuneration Payment, salary, compensationInflux Arrival, invasion, entry, Gratitude thankful, pleased, delightedCooperate Assist, collaborate, support

Diction in WritingDiction in Writing K. ANTONYMS K. ANTONYMS It is used for contrast in writing

Word AntonymsAbundance Scarcity, shortage, insufficiencyEnergetic Frail, pathetic, weakWeird Typical, usual, distinctiveOptimistic Pessimistic, cynical, skepticalSuccessful Failure, letdown, disillusion

Diction in WritingDiction in Writing L. Group namesL. Group names these words indicate assemblage

GROUP NAME ApplicationsCOLONY Ants, termitesFLOCK Birds, goats, sheepHERD Cattle, elephants, sealsPACK dogs, wolvesCROWD Teen-agers, parents, peopleSCHOOL marine animalsBOUQUET Orchids, roses, flowers

Diction in WritingDiction in Writing M. DIMINUTIVESM. DIMINUTIVES Certain nouns are formed by the addition of a distinct suffix or by the use of a distinct word

NAME Applicationsbull bullockduck ducklingcat kittendeer faungoat kid

Diction in WritingDiction in Writing N. TECHNICAL JARGONSN. TECHNICAL JARGONS Every profession has its technical vocabulary. This is important in technical discussions.

Profession ApplicationsMedicine NPO, X-ray, ECG, chemotheraphyLaw Affidavit, prima facie, notary Teaching LP, SF, Gen. Ave. , Instructional

DecisionMusicians Staccato, pianissimo, lyricsEconomics Commodity, assets, collateral

Diction in WritingDiction in Writing O. O. CLICHÉS Clichés are wordy. It is better to avoid them. Replace clichés with original words

Clichés ReplacementAching void emptinessBolt from the blue caught by surpriseBy force of circumstance becauseClinging vine Dependent personEvery fiber of one’s being completelyFootprints in the sand of time Past eventLet us roll our sleeves Let us workIn the near future soon

Diction in WritingDiction in Writing O. O. CLICHÉS Clichés are wordy. It is better to avoid them. Replace clichés with original words

Clichés ReplacementIt goes without saying obviouslyIt’s a cinch DefinitelyThe last but not the least FinallyTo the heart’s content Satisfy Holy state of matrimony marriageThe indigenous people The nativesIn the depths of despair depressedIn this day and age Today

Diction in WritingDiction in Writing P. IDIOMSP. IDIOMS Idioms have concealed meanings. They are simply called idiomatic nouns. These must be used sparingly in writing.

IDIOMS FORMAL ENGLISHBeef up strengthenDole out give awayHand in submitFall back retreatSize up estimateDo away with Abolish

Diction in WritingDiction in Writing P. IDIOMSP. IDIOMS Idioms have concealed meanings. They are simply called idiomatic nouns. These must be used sparingly in writing.

IDIOMS FORMAL ENGLISHLeave out omitHold on waitFool around purposelessCall off cancelRun out of Short ofShow off To Display

In writing PRACTICE In writing PRACTICE makes PERFECTmakes PERFECT

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?

1.1. PURPOSE PURPOSE is the key in determining is the key in determining what and how a writer goes about what 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?

• - 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 the will respond to the issue presented.issue presented.

2. Analyze the Reader

• 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. Use Use SimpleSimple andand Direct WordsDirect Words

Revised: The private hot tubs at Pines Spa

can be reached by a winding footpath. The secluded location provides a calming atmosphere for guests.

Unclear: The custard cake tastes good.

More specific: The custard cake is so creamy its melts

in the mouth.

4. Be Specific

• The Paragraph’s purpose:

_____________________________________________________________________________________________________________________________________________

• First Event:• Second Event:• Third Event:• Final Concluding Statement

The Formal and Final OUTLINE

• To narrate is to tell a story that explains what To narrate is to tell a story that explains what happened, when it happened and who is/are involved.happened, when it happened and who is/are involved.

• This consists of: This consists of: - Starting with a good leadStarting with a good lead- Using vivid expressions in describing significant eventsUsing vivid expressions in describing significant events- Avoid making inaccurate implicationsAvoid making inaccurate implications- Establish linkage between the beginning statement Establish linkage between the beginning statement

and the concluding words.and the concluding words.

Narrative WritingNarrative Writing

• 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

Paint a picture using descriptive words.

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:

The “global issue” in writing includes the following:

IdeasIdeas OrganizationOrganization VoiceVoice Word ChoiceWord Choice Sentence FluencySentence FluencyConventionsConventionsPresentationPresentation

Select an idea (the topic)

Narrow the idea (focus)

Elaborate on the idea (development)

Discover the best information to convey the main idea (details)

•What do I know about the topic?•Is my topic relevant?•Is it interesting?•Are my sources reliable?

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.

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

OrganizationOrganization

Organize by time

Organize by content

Organize by perspective

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.

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.

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

4: Word Choice

WORD CHOICE isn’t just about the use—or misuse of words.

It is about the use of rich, colorful, precise language that both communicates and inspires the reader

4: Word ChoicePaint a picture with words

5: Sentence Fluency

Strong sentence fluency is marked by logic, creative phrasing, parallel construction, alliteration, and word order that makes reading feel natural.

5: Sentence Fluency

Establish flow, rhythm, and cadence.

Vary sentence length and structure.

Construct sentences that enhance meaning.

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.

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.

7. Presentation 7. Presentation

Uniform spacing

Legible handwriting; appropriate use of fonts and sizes

Appealing use of white space

The Drafting Stage

1. The Introductory paragraph

This differs in size, but have one thing in common, it must be clear and vivid enough to invite readers.

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

The Drafting Stage

The SUPPORTING STATEMENT1. Each support paragraph unit is an idea unit2. Paragraphs keep readers on paths3. It contains details that support the main topic.4. Attract attention with a well –placedshort paragraph… most often for emphasis.

The Drafting Stage

The SUPPORTING STATEMENT

1. Get enough sources to make yourmaterial authentic.2. Focus on your purpose in writing3. Be specific, discard unnecessary words.4. Get the message across

The Drafting Stage

The CONCLUDING STATEMENT

1. Restate your position2. Predict an outcome3. Offer a solution4. Request for immediate action5. Make a recommendation

The Drafting Stage

The CONCLUDING STATEMENT

1. Close with a quotation2. Close with a question3. Close with a call to action4. Close with an insightful look backward

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 draftredefining the purpose, reshaping, and reworking the transitions