Making generalizations is a vital skill to learn as it helps identify a thorough understanding of a text or a statement. This skill may be used in more than one aspect of your life. How do you make generalizations? This lesson will help you find the answers.
A generalization is a broad statement about certain things or ideas based on facts and evidence. It may also state a commonality or a comprehensive idea about a topic.
Guidelines on Making Generalizations
Study the guidelines below on how to make generalizations.
1. Read the text thoroughly.
● Study and analyze what the text is all about.
● Know which part of the text represents its meaning.
2. Gather facts and evidence.
● Having a general understanding of the text means you also have evidence coming from the text.
● Make sure that your generalization is based on facts and not your opinion.
3. Use signal words to indicate a general idea or thought.
● Use signal words to let others recognize a generalization.
● Some commonly used signal words are all, most, always, generally, usually, sometimes, never, none, most, and many.
Here are some sample generalizations:
● Many people like ice cream.
● Birds lay eggs.
● Generally, the dry season in the Philippines has warmer days.
● Most people enjoy eating popcorn when at the cinema.
● Always wearing a face mask is important when going outside.
4. Make generalizations after careful consideration of facts.
● Identify the relationship among the facts and evidence gathered and assess whether the generalization you have made applies to the majority of most groups of people or things.
● Make sure your generalizations are valid by ensuring that they agree with what you know about the topic and careful logic.
What do you usually do every weekend? How often do you play this game? For sure, we have been asked questions like these or something similar for once in our lives. We have even asked others how often they do something. Whenever we are in this situation, adverbs of frequency are most helpful. In this lesson, you will learn more about adverbs of frequency and how you can use it in your daily conversations.
Adverbs of Frequency
Adverbs of frequency tell how often an action is done or how often an event or situation happens. Some of its examples are always, sometimes, rarely, and never. It is usually put before the action verb in a sentence. However, if you use a be–verb, you should put it after the verb. Sometimes, adverbs of frequency may be placed either at the beginning or at the end of a sentence, especially if it is made up of phrases.
Two Types of Adverbs of Frequency
1. Adverbs of Definite Frequency
Adverbs of definite frequency tell a definite or specific time when an action or event occurs. These types of adverbs usually appear at the end of a sentence.
Below are examples of adverbs of definite frequency:
hourly
yearly
once
daily
once a month
twice
weekly
twice a year
thrice
monthly
every day
four times
Sample sentences
Every day, our mother reminds us to behave in school.
We visit our grandparents yearly.
Once or twice a month, the barangay captain visits our subdivision.
Audrey has been to the National Museum thrice.
Lisa reads a book daily.
In the given sample sentences, adverbs of definite frequency such as every day, yearly, once or twice a month, thrice, and dailys are used to tell the specific instances the events occur. These adverbs are placed either at the beginning like every day and once or twice a month or at the end such as yearly, thrice, and daily.
2. Adverbs of Indefinite Frequency
Adverbs of indefinite frequency indicate how often some things happen or how often an action is done. These types of adverbs of frequency do not tell a specific time, and they may differ in frequency. They are often located before the action word.
However, if be-verbs are used, adverbs of indefinite frequency are placed after the be-verb.
Below is a list of adverbs according to their decreasing frequency:
100% - always, constantly, usually, normally, frequently, regularly, often
50% - sometimes, occasionally, rarely, infrequently, seldom, hardly ever
0% - never
Sample sentences
She is usually playful and energetic.
Normally, we would eat our merienda together after school.
Since the pandemic started, children hardly ever leave their houses.
My grandparents regularly exercise to keep themselves healthy.
In the sample sentences, usually, normally, hardly ever, and regularly are the adverbs of indefinite frequency that are used to tell how often something happens. In the first sentence, the be-verb is is used; hence, the adverb is found after it. On the other hand, the adverb normally is located at the beginning of the sentence to emphasize how often the event happened. Meanwhile, adverbs such as hardly ever and regularly are placed before the action words.
Both adverbs and adjectives are modifying words. They describe nouns, verbs, other adjectives, and other adverbs. In this lesson, you will learn the difference between adverbs and adjectives.
Two Main Differences between Adverbs and Adjectives
1. Form
Adverbs and adjectives take different forms but may come from the same root word. Suffixes are used to change the word family.
Adjectives are recognized by their suffixes -ful, -less, -ous, -al, -able, and -like. They are normally converted into adverbs by adding the suffix -ly or -y.
2. Function
Adjectives are modifiers of nouns and pronouns. Typically, an adjective answers how many, what kind, and which one.
Lydia’s blue eyes sparkle like sapphires when she smiles.
In this example, blue is an adjective that describes what color of eyes she has, describing the noun eyes. Hence, it answers the question what kind.
On the other hand, adverbs modify verbs, adjectives, or other adverbs. Most of the time, the adverb will answer these questions: How or in what manner, when, how often, to what degree, and where?
Yousef quietly works on his essay.
In the given example, the adverb quietly modifies the verb works, answering the question how.
Their function also affects their position in the sentence. Both adverbs and adjectives are normally found beside the word they modify.
Today, radio, TV, social media, and other media-printed ads provide us with varied messages and statements. This is why we must know how to distinguish what is factual from opinionated. Given this scenario, how can we separate what’s true from what someone thinks is true? How can you know if someone is giving you accurate information or just trying to persuade you to embrace a point of view? To recognize facts and opinions, we need to break down the distinctions between these two.
What Is the Difference Between Facts and Opinions?
A fact is something that can be supported and proven by evidence. It answers the questions of how, when, where, and to whom something happened. Facts are usually found in academic books, textbooks, news articles, and reference materials. Facts are very important to determine the credibility of information stated. For example, when astronomers declared that “the sun is the center of the solar system,” their statement was backed up by several pieces of evidence like details, calculations, and statistics, which makes it valid and true.
The data in a census is also a good example of a fact. The claims made by the census can be supported by statistical information collected through survey studies, so when the UK Government national statistics in 2004 stated that “approximately one in five people in the UK were aged under 16,” it is a factual statement.
An opinion, on the other hand, is something that is based on a belief or view. It is not based on evidence but rather on a person’s thoughts or ideas. Opinions can be found in a variety of writing, including informational news texts.
The use of adjectives and/or adverbs in a statement such as always, never, should, most, least, greatest, good, better, best, beautiful, pretty, ugly, nice, mean, bad, worse, and worst, most likely signals an opinion because it describes a person’s personal feelings. It is something that others might agree or disagree on. For example, some believe that the most beautiful flower is the rose. Some people might think that other kinds of flowers are better than roses.
Characteristics of Facts
A fact states something that:
● happens or is real.
Example: “The Philippines was colonized by Spain for 333 years.”
● has happened or exists.
Example: “Thomas Jefferson wrote the Declaration of Independence.”
Characteristics of Opinions
An opinion states something:
● believed to exist or have occurred.
Example: “Our teacher was absent today because she got mad at the class yesterday.”
● believed to be true.
Example: “My parents love me the most.”
A preposition is a part of speech that shows the relationship between two things by linking nouns or pronouns to other words in a sentence.
Common Prepositions of Time
On is used with days and dates.
Examples:
I go to the gym on Sundays.
Carla’s birthday is on December 12.
We will meet Kyle on Monday.
At is used with noon, night, midnight, and time of day.
Examples:
I usually eat brunch at 2 o’clock in the afternoon.
I’m leaving the house at noon.
Karla reads her favorite book at night.
In is used with afternoon, morning, and evening, as well as with months, years, and seasons.
Examples:
I like taking a nap in the afternoon.
Genevieve will be applying for a new job in January.
Jose Rizal was born in 1861.
Common Prepositions of Place
On is used for a surface.
Example:
The alarm clock is usually placed on the study table.
You can find the box on the table.
Stephen sat on the chair.
At is used when referring to a general vicinity.
Example:
She usually runs at the park every Sunday.
Jessica waits for Jill at the bus stop every morning.
There were a lot of people at the mall.
In is used for enclosed spaces and towns, cities, countries, states, and provinces.
Examples:
I keep my library card in my wallet.
Rica was in Davao last week.
Jamie lives in Manila.
Here is a simple but useful illustration on using prepositions correctly.
The next step in gathering information is to organize them. This lesson will discuss in detail the sources of information and how we, as researchers, or consumers of information, could organize them.
Sources of Information
A source is a text or other work that provides information or where specific information is obtained. Sources of information are often categorized as primary or secondary depending on their originality.
Primary Sources
Primary sources are first-hand sources created at the time of a particular event or period under study. These sources provide the original materials that will serve as the basis for future researches. Primary sources enable students and other researchers to get as close as possible to what happened during a particular period or event.
Published materials can be viewed as primary resources if they come from the period that is being discussed and were written or created by someone with direct experience of the event. Primary sources can be written or non-written (artifacts or photographs).
Primary sources of information include the following:
● Audio recordings of a speech or oral history
● Autobiographies, diaries, or letters
● Government documents, such as congressional hearings or agency reports
● Interviews and surveys
● Research data, such as census statistics
● Photographs or moving images of an event
● Records of an organization
● Artifacts of all kinds, such as tools, coins, clothing, and furniture
● Works of art and literature
Secondary Sources
Secondary sources are interpretations or analyses of the primary sources of information. These sources describe, discuss, interpret, comment upon, analyze, evaluate, summarize, and process primary sources. Secondary sources also can be written or non-written.
Secondary sources include the following:
● Bibliographies
● Biographical works
● Reference books, including dictionaries and encyclopedias
● Articles from magazines, journals, and newspapers after the event
● Literature reviews and review articles
● History books and other popular or scholarly books
● Works of criticism and interpretation
● Commentaries
● Textbooks
● Indexes and abstracts
Now that we have identified the two types of sources, let’s learn how to organize the primary sources gathered. Organization of information from primary and even secondary sources is important because it creates the connection between one source to another.
How do we decide which among the sources should be included and in what order will it be presented?
According to Richard Saul Wurman, an American architect and graphic designer,there are five ways to organize information. The acronym LATCH can help you remember them. These are as follows:
1. Location
Organizing information by location usually requires some sort of visualization of an area or space. Maps and diagrams are common ways to organize by location.
2. Alphabet
Organizing information alphabetically works well when you are dealing with large quantities of information.
3. Time
Organizing information by time is useful for arranging information in a chronological pattern, or by the months or years in which events happen. This approach is also good for showing how things happen over a fixed duration of time. A flow chart is commonly used to describe a process or a cycle.
4. Category
Organizing information by category is useful when the information is similar in importance and the categories are easy to understand such as describing different animal types.
5. Hierarchy
Organizing information by hierarchy is most useful when showing how a piece of information is connected to another in order of importance or rank. Hierarchy is used to show scale, such as biggest to smallest, or heaviest to lightest.
In the previous unit, you learned to determine facts and opinions. Knowing the difference between the two is important, so you know what constitutes a fact and an opinion. An opinion is someone’s thoughts or feelings toward a certain fact. An example is when we share an embarrassing story about ourselves with someone, and people tend to respond with either a positive or a negative remark. Determining a fact from an opinion helps us formulate an appropriate response based on evidence and not on our biases.
You might not be aware, but responding to ideas and opinions is part of our daily communication. A critical thinker considers the evidence first before responding to others’ views and opinions. Evidence is the basis for the response given and a sign which shows that something exists or is true.
Here are some types of evidence to consider:
Anecdotal evidence
This is evidence in the form of stories people tell about a certain event, incident, or experience. Although, this type of evidence may still need to be proven for its reliability and truthfulness since it is based on personal accounts rather than facts or research.
Example:
“The spaghetti they served last night smells funky, but I still ate it because I wasn’t going to waste anything. But I ended up spending more for emergency care.”
Factual evidence
This is evidence that is true and can be proven and observed. A good example of factual evidence is a thumb mark on a crime scene.
Example:
“In 1972, the former president Ferdinand E. Marcos Sr. declared martial law in the Philippines. It can be found in many history books around the world since it is part of world history.”
Statistical evidence
This is evidence that is backed up by data based on numbers. An example of this evidence is the number of active COVID cases in the country.
Example:
“The Philippines has administered at least 155,714,847 doses of COVID vaccines so far. Assuming every person needs 2 doses, that's enough to have vaccinated about 72% of the country's population.”
- Based on Reuters report, July 2022
You can use any of these as your evidence, or you may use all of them before you formulate your response to ideas or opinions. These will help you clear any biases you may have, especially if the idea, topic, or opinion is something you are not familiar with. You can use the expressions below to help you start your response.
I agree. I think...
I agree. I think your idea of a solar charging station is beneficial to our environment.
Yes, but what about..?
Yes, but what about other alternative sources of energy that are more cost-effective?
No, I don’t agree. I think...
No, I don’t agree. I think solar energy is the most cost-effective way to save energy.
I’m more bothered by...
I’m more bothered by the cost of maintaining solar panels and charging stations.
Maybe, but...
Maybe, but I believe the government can make legislation about it so it can be government-funded.
Language remains one of the most powerful tools in human civilization. Language shapes ideas and influences realities. Every word may take various shades of meaning. If one hears the word rain, different meanings might be associated with it. One could think about its positive meaning while others may view it negatively. Indeed, language is dynamic and culture-specific. Each person may interpret a word differently depending on their schema, location, experience, and context.
Denotation and Connotation
In daily conversations, notice that some words are used to directly mean what one says while other words are used to imply what one wants to say indirectly. Denotation is the literal meaning of a word; these are meanings that can be found in a dictionary. On the other hand, the connotation is the meaning that the words imply or the emotional suggestions that come with the word.
Word - snake | Denotation - any of the numerous limbless scaly reptiles | Connotation - betrayer, traitor, liar
Word - water | Denotation - an odorless and colorless liquid that makes up 70 percent of the earth | Connotation - life
Language remains one of the most powerful tools in human civilization. Language shapes ideas and influences realities. Every word may take various shades of meaning. If one hears the word rain, different meanings might be associated with it. One could think about its positive meaning while others may view it negatively. Indeed, language is dynamic and culture-specific. Each person may interpret a word differently depending on their schema, location, experience, and context.
Denotation and Connotation
In daily conversations, notice that some words are used to directly mean what one says while other words are used to imply what one wants to say indirectly. Denotation is the literal meaning of a word; these are meanings that can be found in a dictionary. On the other hand, the connotation is the meaning that the words imply or the emotional suggestions that come with the word.
Word - snake | Denotation - any of the numerous limbless scaly reptiles | Connotation - betrayer, traitor, liar
Word - water | Denotation - an odorless and colorless liquid that makes up 70 percent of the earth | Connotation - life
Asking for permission from people and responding to their requests are common in everyday conversations. If we do not know how to do these properly, we might be misunderstood by people, and we might even be labeled as rude and impolite.
Modals
The conversation above contains several modals which are commonly used when asking for permission and responding to requests.
Useful Expressions When Asking for Permission
Would you be so kind_____
Would you mind______
Do you think you could possibly______
Is there any chance you could_____
I was wondering if you could______
Can I_____
Using Modals of Permission
All of the given expressions can be used to ask for permission. The difference is in politeness and formality.
Could and may tend to sound more polite and more formal than can. They may also be used with persons of authority or people we are not familiar with.
Can is informal and can be used with someone we know well or are close to, such as a friend.
“Can I sleep in Grandmother’s room, please?” Rose pleaded.
“May I know what has been bothering you?” Rose wondered.
“Could I bring the family dog on our adventure?“ Rose asked.
Granting and Refusing Permission
Could, could not, can, and cannot are used to give or refuse permission.
May and may not are much less common in both granting and refusing permission orally, as they are more formal.
To express prohibition, “must not” could also be used.
You can bring the dog as long as you’ll be the one responsible for it.
You may sleep in your grandmother’s room.
I can’t tell you right now.
Useful Expressions When Responding to Requests
Sure! Don’t worry.
Sure! No problem!
I’ll see what I can do about it.
I’m afraid I can’t.
I can help you later on, but not now.
I will
Every literature that we read, we can interpret it differently. It is considered a skill that we can critique a literary text with the appropriate approach. There are many approaches to critiquing literary selection, one of which is the reader’s response. In the reader's response, you, as the reader, have an active role in interpreting a literary selection because this is an approach where you connect your personal experiences to the text. In this lesson, you will understand how the reader's response can help you connect yourself to the text.
The Reader’s Response
The reader’s response is a literary approach introduced in the 1960s wherein the meaning of the text solely focuses on the connection between the reader and the text rather than what the author of the text meant in his or her work.
It is then concluded that there is no single interpretation of any literary text because readers have various experiences and feelings toward the text.
It was popularized by Stanley Fish, David Bleich, and Wolfgang Iser. Reader’s response became popular in the United States of America and Germany. The proponents of this approach strongly believe that the reader plays an active role in interpreting the literary text rather than just passively reading it.
Roles of a Reader in Reader’s Response
The proponents have identified the roles of the readers when critiquing a text using this approach:
Interpret the text in various ways.
Relate personal experiences to the text.
Justify reactions and interpretations with textual evidence.
Purpose of Reader’s Response
Each literary approach has a different purpose. The reader’s response seeks to make the readers critically interpret the text by exploring or stating the following:
theme
purpose of the literary text
likes and dislikes In the literary text
acceptable and unacceptable ideas found in the text
Common Reader’s Response Questions
The following are the common questions being used as a guide when interpreting a literary text using reader’s response:
Does the text have anything to do with your personal life? Try to establish a connection.
Does it hold the same opinion or perspective of the world as you have? What is there you consider wrong and why? (Use examples and quotes to raise an argument or to discuss your opinion.)
What is your learning? Or does the text challenge your opinion? If yes, how?
What is there you like the most in the text? Reflect critically.
How could it have been better? (Fault-finding does not mean that you have to criticize the text. Instead, use positive language and discuss the shortcomings.)
Do any of the characters remind you of someone in your life? Who and how?
How are the characters, setting, and problems like those in other stories you have read?
Were you reminded of anything in your own life while reading this story? What and
How?
What does this story make you think or wonder about?
What is the story really about? How do you know?
Do you think the title is appropriate for the story? Why or why not?
What does the story mean to you? Why?
Life lessons are not only learned within the four corners of the classroom. There are things that we can only understand once we have experienced them. In other words, books are not sufficient repositories of knowledge because in the real world, aside from our intelligence, our true character and skills are also gauged. In this lesson, you are going to become more street smart by practicing how to give clear explanations. This life skill is necessary in our everyday lives.
Writing Explanations
In the conversation above, the local gave information and explained everything to Rose. When making explanations, we usually use declarative sentences.
Declarative sentences state a fact. Such sentences are simple statements. They state, assert, or declare something.
Local: By the way, be careful of fake sellers. Don’t go to stores that do not offer receipts.
Rose: Why? Will there be a problem?
Local: In case you have a problem with the item you bought, you have proof. Always ask for a receipt.
In this example, Rose is asking for an explanation of why she must make sure that she asks for receipts when making purchases. The local responded with a declarative sentence explaining the need for receipts.
Remember that when you want an explanation from someone, you may use interrogative sentences. An interrogative sentence asks a question. It ends with a question mark.
Sometimes, you read books that only have words. Other times, you read texts that have illustrations or pictures along with them. These images make a story or any reading material easier to understand. With the help of images, you can imagine what a character looks like, or an event happened. In this lesson, you will learn about visual and multimedia elements and how they affect people's understanding of what they are reading.
Visual Elements
Below are some of the common visual elements.
Line
A line is the most basic element that is used to show motion and emotion. It is also used to form shapes, patterns, distances, and the like.
Types of Lines
Vertical lines show strength and height. Thick vertical lines often suggest stability, while thin vertical lines imply delicateness and instability.
Horizontal lines are those that move from left to right. They suggest width, distance, and calmness. Similar to vertical lines, they may show stability or instability.
Diagonal lines are slanted lines that suggest movement and instability. The direction of their movement may show tension and excitement.
Zigzag lines are diagonal lines that connect at different points. They show intense movement and often suggest being nervous or confused. They may also illustrate danger.
Curved lines are more fluid compared to the previous types of lines. Their graceful turn from one end to another shows calmness and comfort.
Symbols
Symbols are used to represent a concept or an idea. These are often seen on signages that show the direction or purpose of something. In communication, emojis mostly symbolize how a person feels.
Color
Color is a visual element that influences one's emotions the most. It establishes the mood in an image. A darker color may show loneliness or sadness, while a lighter color may show cheerfulness or happiness. Colors may also carry meaning. For example, white suggests innocence and purity; red may represent love, war, or danger; black may show evilness, mystery, or death.
Gaze
Gaze shows what the figure looks at and how it looks at something. For example, a character looking up at the sky shows that he or she wishes for something. A character who gazes on the floor while talking to someone may show nervousness and shyness. A photo of a person directly looking at someone may show confidence.
Framing
Framing indicates the positioning of figures, shapes, and images in the overall presentation of a drawing or picture. Through this, the person decides what to show and how to show it based on his or her intentions. For example, if the creator wants one character to be the focus, he or she uses a spotlight or a brighter and more vibrant color on it than the rest of the figures in the image. It may also be the only one in the picture, even though the scenario or event indicates other characters are around.
Multimedia Elements
The word multimedia comes from two words—multi and media. It integrates different elements and is usually electronically operated. Information presented using multimedia are processed, stored, and shared digitally. In telling stories, multimedia is a great tool to show the audience what happens and what the characters look like. Through the multiple visual and auditory components in multimedia, describing something or someone becomes easier.
Five Basic Multimedia Elements
Texts
Texts include numbers, alphabet, and special characters. It involves the font style, font size, and color. It tells information and stories, describes things, and interprets graphs.
Graphics
Graphics are pictures, illustrations, and images that show information vividly. They are used to illustrate a process or explain an idea.
Animation
Animation refers to the movement applied to still images. Through it, still images are put in a sequence to create the illusion of motion.
Audio
Audio refers to the speech, music, and sound effects applied in multimedia resources. It is used to improve the overall presentation of multimedia.
Video
Videos refer to the recording and processing of moving images. They are mainly used to share and explain information quicker and simpler. People rely more on technology to obtain and share information as years go by. Both visual and multimedia elements contribute to the growing number of sources where one can better understand a text. The continuous surge of resources that use visual and multimedia elements proves that it will be a part of our means to communicate and share meaningful stories and valuable information to others.
People rely more on technology to obtain and share information as years go by. Both visual and multimedia elements contribute to the growing number of sources where one can better understand a text. The continuous surge of resources that use visual and multimedia elements proves that it will be a part of our means to communicate and share meaningful stories and valuable information to others.
Encountering problems is an inevitable aspect of life. Be that as it may, no problem is impossible to solve. We usually interact with printed materials such as books, and sometimes we struggle to understand what we read when encountering unfamiliar words. One thing that you can do is to use the bits of information within the text and try to define these unfamiliar words. In this lesson, we will learn about some techniques to determine the meanings of unfamiliar words.
Determining the Meaning of Unfamiliar Words
The text you are going to read will discuss a health problem and possible solutions to help manage the condition. As you read the text, take note of words whose meanings are unfamiliar to you. Then answer the questions that follow.
All About Diabetes
Diabetes is one of the oldest health conditions known to man. Yet, even with all the present-day scientific advances, diabetes is quickly becoming an epidemic in society, especially among children and adolescents. It is the most common endocrine disease in children. It happens when there is an absence or deficiency of insulin.
Food and exercise are practical ways to manage and treat diabetes. Maintaining a balance of these two will help one achieve the ideal blood sugar level. Nutrition education is also an important and ongoing part of treating this condition, but it is challenging. An individual meal plan should consider the preference, needs, and even cultural aspects of the patient.
Exercising is another important component of the treatment plan, lowering the sugar levels in your bloodstream. Doing extracurricular activities in school will contribute to a faster treatment; hence, students with diabetes should not be hindered from participating in sports or other physical activities.
Generally, through food, exercise, and education, diabetes can be treated especially if there is collaboration and communication between parents and teachers.
What were the unfamiliar words you listed as you read the text? Were you able to at least guess the meaning of those words? Was it easy or difficult defining the words? Did you use any strategy or technique?
The best way to know the meaning of a new word is to use a dictionary, but there are some situations where it is not readily available. One recommended way to decode a word’s meaning is by looking for clues in the words and sentences around it.
Strategies in Determining Meaning of Unfamiliar Words
Context Clues
Context is the surrounding words or sentences that clarify the meaning of a word. Writers often include hints to the meaning of the words and sometimes explicitly tell what the word means.
Five Basic Types of Context Clues
This image shows the five basic types of context clues that you can use as a strategy in determining the meaning of unfamiliar words.
Guessing the Approximate Meaning of a Word
When you come across a difficult word, you tend to skip that sentence altogether, subtracting what could be one of the major details of the text. As a result, the overall impact the writer created may be reduced, possibly affecting the clarity of the message he or she wants to convey.
Before consulting a dictionary, try to guess the meaning of unknown words by learning basic structural analysis. Sometimes, words that look alike seem to have the same meaning. The meaning of the words only differs when adding a prefix or a suffix.
Root Word (stem)
The basic meaning of a word is found in its root word, which is usually located at the beginning or the middle of a word. Learning the meanings of common roots can help you figure out the meanings of many unfamiliar words.
Here are some of the Common Root Words.
You have most likely learned about other types of essays, such as narrative, expository, and persuasive essays. You have also learned that these various essays have different purposes, but there is another type of essay that you might encounter that has a different purpose. A descriptive essay is another example, but it is quite different from the rest. This lesson will give you a background about it.
We may have encountered a text wherein our five senses are used to visualize what is being discussed in the text. We create images inside our minds using words that appeal to our senses. In the previous activity, if you put together the sentences you have written above and add more details, you could come up with your very own descriptive essay.
Descriptive Essay
It is a kind of essay that describes something: an object, person, place, experience, or situation. The aim of the essay is to create the image being described in the mind of the reader.
Content of a Descriptive Essay
The following can be found in a descriptive essay:
a. Sensory details – words that appeal to the senses (tall, reddish, clean)
b. Precise language – using specific words or phrases (Instead of using the word happy, we could use the words “overjoyed” or “delighted” to express a more specific emotion.)
c. Comparisons – using metaphors or similes (The moon looks like a small lightbulb in the middle of this darkness.)
d. Strong verbs – using appropriate and exact action words (You could replace the verb “love” with words like “appreciate” or “cherish” to be more specific or exact.)
Characteristics of a Descriptive Essay
A descriptive essay uses imagery to appeal to the five senses.
These are examples of sensory details or words that appeal to the five senses.
A descriptive essay is different from a narrative essay, which tells the reader a story or gives details about an event or series of events in chronological order. One way to distinguish between the two is to notice the way the text is written.
If the details are in chronological order, then it is most likely a narrative essay. If the information given contains many adjectives and strong verbs and is not arranged chronologically but rather through a different pattern of idea development, then it may be a descriptive essay.
Below is an example of a descriptive essay:
Tokyo Skytree
Japan is renowned for its blend of traditional beauty and cutting-edge technology, and the Tokyo Skytree is a testament to this progress. Towering over Tokyo at an astonishing 2,080 feet, this skyscraper, located in the Sumida district, dominates the city skyline. It's not only the tallest structure in Japan but also the second tallest in the world after Dubai’s Burj Khalifa. The tower serves multiple purposes, including broadcasting, dining, and offering observation decks with sweeping panoramic views of Tokyo. Its sleek design, inspired by traditional Japanese aesthetics, features a tripod base that merges into a cylindrical tower for enhanced stability. The tower’s signature color, “Skytree White,” pays homage to Japanese visual arts, while its daily-changing LED lights add a modern, dynamic flair. Built to withstand frequent earthquakes, it represents the fusion of Japan's engineering prowess and cultural roots. The Tokyo Skytree has become a symbol of the city’s futuristic vision and continues to attract millions of visitors annually, solidifying Japan's reputation as a nation constantly evolving and innovating.
A television broadcast is a major form of media that spreads information to the public. We can find different television programs that use various formats, processes, and languages. Some are informative shows, while others are mostly for entertainment purposes. In this unit, we will discover some verbal and nonverbal cues used in broadcasts.
Decoding the Message
When watching television broadcasts, viewers like you are given the choice to absorb or ignore the vast array of information that is spoonfed to you. If you choose the former, you must look closely at the subtle messages of television programs, paying attention to verbal and nonverbal cues.
Verbal Cues
1. Emphasis Cues – words that direct your attention to a particular piece of information
(A weather forecaster may say, “Look at this satellite image where the wind direction is currently heading toward...”)
(A news reporter may say, “Let me repeat that there will be no classes tomorrow in Metro Manila due to the ASEAN Summit.”)
(A doctor being interviewed about the avian flu may advise, “You need to remember that once you have manifested these symptoms, do not think twice and visit your health center or go to your doctor.”)
2. Organizational Cues – words that signal the relationship, sequence, structure, or flow of the information
(The news anchor may say, “Good evening. In today’s news around the globe, a viral video shows that a good samaritan was initially accused of stealing a car when in fact, he used it to bring a wounded person to the hospital. Let us now hear the story from Leslie.”)
(“Next is a live update on the traffic in EDSA.”)
3. Mannerism Cues – verbal traits that are recurring and evident in everyday speech
● Repeating words
● Placing stress on certain words
● Asking rhetorical questions
Though it may sound cliché, actions speak louder than words. There are sentiments and feelings that are sometimes indescribable and can only be expressed through nonverbal cues.
For example, if a teacher is disappointed in your presentation, expect to see him or her frowning. If you see him or her smiling because he or she is reminding you that you could have done a better performance, you might not take him or her seriously.
Nonverbal Cues
Nonverbal cues are another form of communication that goes beyond using words. Interpreting nonverbal cues involves observing and looking closely at how the speaker moves and projects his body.
1. Gestures
These refer to hand and arm movements. Gestures can enhance one’s speech.
For example, a political leader may raise his arms and clench his fist to show victory, or a complainant may use his pointing finger to make accusations.
Another interesting thing about gestures is that they are embedded with cultural meanings. In the Philippines, giving a thumbs-up signal would signify approval, but in some countries like Greece and Italy, it is a rude gesture.
2. Eye Contact
You have most likely heard of the saying that the eyes are the windows to the soul. Looking at someone’s eyes can help give you a hint of the sincerity of his or her intention, so establishing eye contact with your audience will make them feel that you are serious, prepared, and confident about your talk.
There is a negative perception that when you cannot maintain eye contact, your listener might not believe what you are saying. Worse, they might assume you are lying. Hence, eye contact is vital in the communication process.
3. Posture
How you carry yourself will have an impact on your audience. Good speakers have good posture.
If you have a slouchy, lazy posture, expect boredom from your audience. However, if you stand upright with your back straight, you can own the stage.
In any situation, remember to maintain good posture since this is helpful for health and professional reasons.
4. Facial Expressions
Your face should correspond to your intention. If you are showing authority and want action from your audience, maintain a serious expression. If you want to entertain and stir emotions, try to relax, smile, and be animated.
Communicative Functions
Nonverbal Cues work together with verbal communication through the following communicative functions:
1. Repetition – One example is using hand gestures toward the location of the object or in issuing a command.
2. Contradiction – If a person is sharing his or her disgust toward fake news, but he seems relaxed and happy, this may signal a conflicting message.
3. Complementing – Using nonverbal cues will enhance or reinforce the intended message. For example, storytellers to young children use big hand gestures to hold the attention and interest of their audience members who have very short attention spans.
4. Substituting – Some people opt to remain quiet in a literal sense, yet they can communicate well and express their inner thoughts or feelings through effective nonverbal cues.
5. Accenting – This is used to modify the course of interaction by amplifying or toning down the message through nonverbal cues.
Other Nonverbal Cues
1. Pause
A speaker pauses in order to allow listeners to pick up and process his or her utterance. A speaker may pause longer in order to put emphasis on a significant statement. A pause may also serve as a signal that the speaker is waiting for confirmation from the audience on whether they have understood the presentation or not.
2. Volume
Depending on the speaker’s style, emphasis can be achieved by speaking loudly or softly. An eloquent speaker knows when to raise or lower his or her voice. In some instances, speaking loud is acceptable. On the other hand, some people speak softly to express politeness and respect for authority.
3. Tone
This gives more meaning to speech utterance. Tone reflects the attitude of the speaker toward the subject. Good listeners can determine if one is being sarcastic by paying attention to the quality of the voice of the speaker.
Various tones can be heard on numerous occasions depending on a number of factors such as context, speaker-listener relationship, speaker’s intention, etc.
You have most likely learned about other types of essays , such as narrative, expository, and persuasive essays. A feature article or descriptive essay is another example, but it is quite different from the rest. This lesson will give you a background about it and how to plan to write one.
The Feature Article
The feature article is a kind of article that uses the descriptive type. When we mean descriptive, it means that it describes something: an object, person, place, experience, or situation. The aim of the essay is to create the image being described in the mind of the reader.
Planning Stage
The quote above emphasizes the importance of planning in one’s life. The same is true when it comes to writing. Planning is an essential step before writing your essay.
Choosing a Topic
When choosing a topic, it is important to have a clear purpose and a goal. These will dictate the kind of topic you want to write about. Ask yourself the following questions:
● What or who do I want to describe?
● What is my reason for writing my description?
● What qualities or things do I want to focus on when describing?
● Who are my readers?
Brainstorming
Brainstorming can be done in several ways. One way is to get a paper and write down words or sentences that come to mind about the topic. Another way is to do it in an organized manner where you write down the categories.
Study the example below.
Topic: My Beautiful Hometown
contented
wide plains
fresh air
cold river
Childhood friends are present
familiar feeling of childhood
I really love the smell of grilled fish
The statements above are ideas that come from brainstorming. The writer jots down a word, group of words, or sentences related to the topic and organizes them in preparation for writing.
Another way of brainstorming is by listing down words, groups of words or sentences under specific categories to be more “organized.”
Transition Words and Phrases
delicious smell of grilled fish
fresh seafood
familiar faces
my kind grandpa
wide plains
cold river
Using Graphic Organizers
A graphic organizer is a graphic used to display relationships between facts, ideas, and concepts. Below is an example of a graphic organizer which you can use when planning a descriptive essay.
Another way to brainstorm ideas is to do clustering. Look at the sample here.
In this example, the main topic is written in the middle. The three major ideas or categories are around it and under each category are more ideas.
Outlining
An outline is a plan which is usually in the form of a list, subdivided into headings and subheadings. Here is a sample outline for a three-paragraph essay.
The first lesson discussed the definition and ways of planning a feature article. This next lesson will focus on the process of writing and the three-paragraph essay.
The feature article is a descriptive type of article. It describes objects, people, places, experiences, or situations. The goal of the feature article is to create the image being described in the reader's mind.
Parts of a Feature Article
A three-part descriptive feature article contains an introduction, body, and conclusion.
Introduction
● Include a hook to motivate the reader and entice them to read further.
● Give a general description of the person, place, or object.
● You may also start with an anecdote or a specific detail regarding the subject.
● Include a thesis statement. This is a statement that presents the focus of your essay. It gives the readers an idea of what the essay is about.
Example: “Boracay is an amazing tourist spot which provides the cultural needs of tourists, making them feel at home even if they are away from it.”
Body
● The succeeding paragraphs of a descriptive feature article must be connected to the introduction while focusing on a specific quality or characteristic.
● Answer any questions raised in the introduction.
● Make sure that all the details are related to the main idea.
● Make sure your details are exact, concrete, and vivid.
● Maintain the same tone throughout the essay.
Conclusion
● The conclusion of a descriptive essay should help the reader remember the story.
● Present the main ideas of your description by providing a summary of your essay.
● You can write about your personal feelings on the subject and how it influenced you to write about it.
Study the example of a descriptive feature article below:
The town is known as "The Ghost Town." Empty houses of different colors line its pavements. The nighttime is enveloped by complete darkness and filled with an uneasy silence. In the past, the nights were filled with animated chatter of people. The famous white beach, one of the reasons the town used to be popular, is situated at the heart of the town. It used to be lively with its bright neon lights and blaring music. Now, there are no traces left of that liveliness. The place looks like it has been abandoned for a century. A great disaster has transformed it in a gruesome way.
Five years ago, the "Ghost town" was known as "Barrio Malinao," a place away from the city with a population of 10,000. Barrio Malinao was home to wide plains and fresh vegetation. Trees were plentiful, and fruits were easily obtained from picking or climbing trees. Because it was 50 kilometers away from the city, the air was fresh, with no hint of smoke or pollution. The sea, which occupied a large part of the place, contributed to the overall charm of the place. White beaches, fresh vegetation, and simple life were among the reasons that people chose to stay. Everything was fine until a 7.5 earthquake and a tsunami decided to disturb the peace of the place. After the tragedy, there was a high number of deaths. People abandoned their homes and chose not to go back.
The case of Barrio Malinao, also known as the "Ghost Town" these days, is nothing new. Sensible people will always search for a haven as their home. Living in a place where you know you might be exposed to danger if natural disaster strikes is like gambling with your life. Even if a place has immense beauty, one will never know when Mother Nature will cause an upheaval.
Writing Stage
Below are some general guidelines when writing a descriptive feature article:
● The main idea should focus on the impression or attitude you want to convey regarding the subject you are describing.
● Include similes or metaphors. Ask yourself, "What is something similar to this that readers are familiar with?"
● Make sure your information is accurate.
● Write in the active voice and the present tense.
● Use transition words to establish the connection between your ideas and descriptions.
● Be creative yet realistic with your descriptions.
● Write about what matters to you, not just general or usual things.
After writing your descriptive essay, it is not enough that you completed the task. Making sure that your essay is near flawless is essential. This is where revising comes in. Revising and editing will help improve your essay.
The Feature Article
The feature article is a kind of article that uses the descriptive type. When we mean descriptive, it means that it describes something: an object, person, place, experience, or situation. The aim of the essay is to create the image being described in the mind of the reader.
Revising and Editing Stage
During the revising and editing stage, you review your essay to see if there are improvements that could be made. Use the checklist below to make sure your descriptive essay has the required elements:
1. Organization
● Is there an introduction, body, and conclusion?
● Are the paragraphs arranged properly?
● Do the ideas in the essay flow smoothly?
2. Content
● Is it a descriptive essay?
● Is vivid language used?
● Does the essay “paint a picture” in your mind?
● Is the essay detailed and precise?
● Does the essay have a clear focus?
3. Grammar
● Do the subjects and verbs agree in the essay?
● Are the tenses consistent?
● Is the point of view consistent?
4. Mechanics
● Are the words spelled correctly?
● Does the text make use of punctuation marks properly?
● Is proper capitalization used throughout the essay?
As you check and revise your essay, you may use this common proofreading marks as a guide.
Below is a sample passage. As you read, try to think of ways to improve it.
Today, there are many delicious foods easily available. I sometim wonder how life was in the the ancient passed when they did not have ease of access to food as we do today. Unlike before, I could easily visit restaurants or shops and buy pizza, fluffy pastrys, pies, and cream cakes.
Below is a suggested improvement:
Nowadays, several delicious foods are readily available in convenience stores, fast food restaurants, and other places. Sometimes, this kind of convenience makes me wonder how life was in the past when they did not have easy access to food similar to the one we have these days. Unlike before, I could easily visit restaurants or shops and buy pizza, fluffy pastries, pies, and cream cakes.
Knowing how to read words, phrases, and sentences properly helps us understand what we read and why we read. As elementary school students, developing your reading skills is essential because reading is part of your daily life until you grow old. In this lesson, you will learn the importance of reading with accuracy, appropriate speed, and proper expressions.
Reading
Having well-developed reading abilities is like breathing. It comes naturally to you. These reading abilities include recognizing the words correctly and quickly, understanding the words and symbols in texts, and reading with appropriate speed and tone. As you grow older, these skills will significantly impact your communication and comprehension skills.
Below are some factors in reading accurately and appropriately:
● Word recognition skills
Word recognition skills help identify words quickly. Word recognition is the ability to read a word quickly and automatically. As a child, you must be able to recognize the letters and their sounds so that you can blend their sounds to read them correctly.
● Prosody
Prosody refers to pausing, intonation, stress, and volume when you speak or read aloud. However, you must note that prosody is still practiced even when you read silently. You follow a particular pattern whether you are reading silently or out loud.
For example, when you see a period, you stop for a moment—your voice changes at the end of a sentence when you see a question mark. Prosody is essential to have a more meaningful reading experience.
● Pausing
Pausing is the momentary stopping in reading. Usually, it is marked by commas, semi-colons, colons, periods, question marks, and other punctuation marks. However, there are also times when you have to pause even without the help of punctuation marks. When practicing pausing appropriately, slashes may be used as cues. A slash means you must stop for a second, while two slashes indicate you must make a complete stop.
Examples:
What are you doing/ with my book?//
This book is mine,/ not yours.//
Did you check the name/ on the cover?//
● Intonation
Intonation refers to the rising and falling of your voice. It helps a reader avoid monotonous voices or have one tone throughout the reading activity.
Examples:
Oh!↑ You’re right!↑ I’m sorry.↓ I took your book.↓
It’s okay.↓ Can I have it now, please?↑
● Stress
Stress is the emphasis you put on a syllable, phrase, or sentence. It is important to know, especially when words have the exact spelling but different meanings. It also adds to your rhythmic pattern when you read longer texts. Stress in sentences also emphasizes which ideas are important or you need to focus on.
Examples:
Noun: PREsent
Verb: preSENT
Noun: REcord
Verb: reCORD
Noun: INcrease
Verb: inCREASE
1. THIS book is mine, not yours. (The stressed word emphasizes that the person is talking about that particular book.)
2. This BOOK is mine, not yours. (The stressed word shows that the person refers to that specific object, not anything else.)
3. This book is MINE, not yours. (The stressed word signifies that the person is pointing out that he or she owns the book and not anybody else.)
● Volume
Volume is the loudness or softness of your voice. It is also important in showing the characters' emotions and expressive reading.
Tips to Practice Your Reading Skills
● Make reading a daily habit.
Read anything and everything as much as possible. Whether it is a book, a chat, an online post, a news article, or a poster, always grab the chance to practice your reading skills. Reading a short story or a short poem every day helps a lot.
● Track what you are reading.
If you find it hard to follow the words you are reading, use your finger, pencil, or ruler to guide you. This technique helps you avoid missing some information or skipping lines in the text.
● Read out loud.
Read the text aloud and listen to yourself as you read the words, phrases, and sentences. You may ask your family member, classmate, or friend to listen to you. Remember that your reading does not have to be perfect immediately, but with regular practice, you will improve.
Most of us regard reading as a passive exercise, especially because we normally do it on our own. Although, in some cases, reading can be done with other people, such as in the classroom where you are asked to read aloud in chorus, more often than not, it is a solitary activity that requires silence. Reading, however, is not as passive as we perceive it to be. How we respond to the texts we read is an example of how we become active participants in the reading process. In this lesson, you will learn how to give appropriate responses to the texts that you read.
It is undeniable how significant reading is in one’s life. Through reading, we learn new things. We are able to sharpen our skills and improve our understanding of the things around us. Thus, it is important that we are exposed to various reading materials. What is even more important is how we could make sense of our readings and use our learning in our daily lives.
Authentic Texts
Authentic texts refer to the body of written works that use everyday language to depict everyday situations. In other words, these texts demonstrate real-life experiences through the use of language. Some examples include journal articles, blog posts, newspaper articles, novels, and many others that are made for public consumption. Authentic texts may also include non-written materials such as songs, videos, pictures, speeches, and interviews, as long as these materials can be read and/or interpreted.
Authentic texts ground us with the things happening in our everyday surroundings. They help us understand how language works in the real world and how we can navigate our daily lives through the use of this language. Exposure to these kinds of texts allows us to be critical and helps us improve our ability to express ourselves and respond to our surroundings.
Responding to Authentic Texts
Responding appropriately to authentic texts does not involve a complicated process. In fact, it relies on steps that you are probably already doing, whether consciously or not, when reading.
1. Comprehend the text.
An appropriate response can only be given once you truly understand the material. To test your understanding, you could ask yourself the following questions:
● What does the text talk about? Asking yourself this question leads to finding answers to the following questions as well: What is the topic being discussed? What information is relayed about the topic?
● What kind of text did you read? You should be able to distinguish the kind of text you read and understand its goal. Is it descriptive, persuasive, narrative, or informative? Does it talk about causes and effects? Does it compare or contrast? Does it classify things into categories or talk about a process?
● What is the writer’s opinion toward the subject? This question also includes answering the following: What is the writer’s message? Does the author agree or disagree with the issue at hand? What made you think so?
2. Make a point.
After reading the text carefully, you may start formulating your response or reaction to the text. You may do so through the following:
● Think of how you felt while reading and after reading the text. You need to be able to assess the impact of the text on you. What was your initial reaction? Did you learn anything? Were you convinced with the opinion of the writer? These are some of the questions you might stumble upon while assessing your reaction to the text.
● Engage with the text and use it to support your response. This means you may highlight parts of the text which you think are important. Look for the meanings of words that are new to you. Annotate and write your comments about specific parts. This way, it will be easier for you to go back to the text and use parts of the text to affirm your responses.
3. Formulate your response.
Whether you are asked to respond in written form or orally, it will be helpful to outline your points first.
It should be noted, however, that authentic texts do not only come in long forms, but also in instructional materials, recipes, forms, and the like. Being able to fill them out or follow them accordingly are responses expected from you.
Sample Authentic Text
Read the speech below and determine if it is an example of an authentic text.
Speech of President Rodrigo Roa Duterte During the Closing Ceremony of the
28th and 29th ASEAN Summits and Related Summits and Handing Over of the
ASEAN Chairmanship to the Philippines
[Vientiane, Laos | September 8, 2016]
Your Excellencies, Ladies, and Gentlemen:
Prime Minister Thongloun Sisoulith, please accept my sincere congratulations on your successful chairmanship of the ASEAN throughout this year. You guided us with the timely motto of ‘Turning Vision into Reality for Dynamic ASEAN community.’
You ably did your part in deepening integration to move us towards the realization of a rules-based, people-oriented, people-centered ASEAN community. In the last two days of our meetings, I have benefited immensely from our discussions and exchanges, providing me with insights on how best to build upon Lao PDR’s efforts in community building.
During the Philippines’ chairmanship, we will highlight ASEAN as a model of regionalism and a global player, with the interest of the people at its core.
We will pursue initiative and enhance cooperation with global partners to ensure that ASEAN citizens live in peace, stability, security, and growth, all while maintaining ASEAN centrality, unity, and solidarity we will maintain for all times.
The Philippines is ready and willing to steer and guide the association. But crucial to the realization of our goals is the cooperation and support of all ASEAN member states and our dialogue partners.
Towards this end, I invite you to be our dynamic and vibrant partners as we guide ASEAN in 2017. Our theme ‘Partnering for Change, Engaging the World’ captures our resolve to consolidate our community for our peoples, with a sense of togetherness and common identity, ready and able to take our rightful place in the global community of nations.
The Philippines’ ASEAN chairmanship coincides with a historic milestone event. We will celebrate the 50th anniversary of the founding of our association.
It will be an occasion for us to set the tone for the next 50 years. Join us in making the commemoration of ASEAN’s 50th a success.
With great honor and humility, I accept the chairmanship of the ASEAN from our excellent host, the Lao People’s Republic, Democratic Republic.
I look forward to seeing you all in the Philippines in 2017.
Thank you and Mabuhay.
Choosing a Topic for Research
Deciding on a topic for writing can sometimes be troubling. Here are some steps you can take to come up with interesting topics:
1. Check your journals.
Search through your journal for ideas that you jotted down in the past. Many professional writers get their ideas from their journals.
2. Think about your experiences.
Think about people, places, or events that affected you strongly. Recall experiences that taught you important lessons or created strong feelings for you.
3. Look at reference works.
Reference works such as dictionaries, atlases, almanacs, and encyclopedias, are rich sources of information about almost any topic. Many reference works are available in both printed and computerized forms.
4. Browse works in a library.
Libraries are treasure houses of information and ideas. Looking around a library can suggest many good topics for your short research project.
5. Use mass media.
Mass media include newspapers, magazines, radio, television, and films, which can all suggest good writing topics. For example, a news magazine might suggest interesting current events topics.
6. Talk to people.
Friends, relatives, teachers, and other people you know make great sources for writing topics.
7. Do some free writing.
Write down whatever comes to mind on a piece of paper with a pen or a pencil. Write for two to five minutes without pausing; don’t worry about whether your writing is perfect. Then look over what you have written to see if you can find any interesting topic to write about.
8. Ask “What If” questions.
Ask questions beginning with “What if” to develop creative writing topics.For example, you might ask, “What if I could be transported back in time? What time period would I choose to visit?”
9. Make a cluster chart or a semantic web.
Write a general subject in the middle of a piece of paper. Circle this subject. Then, around it, write other ideas that come to your mind as you think about this subject.
Circle these and draw a line to connect the outer circles to the inner ones. Take a look at this example.
Writing a Descriptive Essay
As the lesson continues to the writing of the essay - its parts and other contents, keep in mind the topic you have narrowed down from the Warm-up part. Focus on how you can find more information about it and how you can incorporate it in writing your three-paragraph essay.
Parts of a Descriptive Essay
A three-part descriptive essay contains an introduction, body, and conclusion.
1. Introduction
● This is an important part of the essay because this is crucial for getting the reader enticed to read on. Include a hook to motivate the reader.
● In this part of the essay, give a general description and background information about the topic.
● This includes a thesis statement. It is a statement that presents the focus of your essay. It gives the readers an idea of what the essay is about.
2. Body
● The succeeding paragraphs of a descriptive essay must connect to the introduction.
● It must answer any questions raised in the introduction.
● Make sure that all the details are related to the main idea.
● Make sure your details are precise, detailed, and engaging.
● Each paragraph should focus on a specific quality or characteristic of the object.
3. Conclusion
● Present the main ideas of your description by providing your essay's summary or key points.
● You can write about your personal feelings about the object and why it influenced you to write about it.
Stages of Writing
1. Prewriting Stage
In the prewriting stage of the writing process, you decide on a topic, purpose, audience, and form. You also gather ideas and organize them.
a. Topic
A topic is simply something to write about. As discussed, you need to narrow it down for your writing to be content-specific.
b. Purpose
For example, you may write to express your feelings, provide information, persuade, or entertain.
c. Audience
An audience is the person or group of people for whom you will write. For example, you may write for yourself, a friend, or community members.
d. Form
A form is a kind of writing. For example, you may write a paragraph, editorial, poem, letter, or research report.
e. Outline
To organize your ideas, start with an outline. An outline is a framework for highlighting main ideas and related ideas. Outlining is an excellent way to sketch out your plans for a piece of writing. There are two main types of outlines commonly used by writers:
● Rough Outlines
To create a rough outline, you must list your ideas in logical order. Under each main idea, list the supporting details set off by dashes.
● Formal Outlines
A formal outline has heading and subheadings identified by numbers and letters. One type of formal outline is the topic outline. Such an outline has entries that are words or phrases rather than complete sentences.
2. Writing Stage
In the writing stage, you now write your draft. Your draft does not have to be perfect, but it must have your complete thoughts about the topic as well as the evidence to support your statements. You can have as many drafts as possible until you finally decide on the final version of your essay.
3. Revising and Editing Stage
In the revising and editing stage, you improve your essay. If you find updated information about your topic, you have to include them in your research. If you think you need to remove irrelevant information, you may also do so. You also have to check your essay's spelling, language, and logical structure at this stage.
You have reached the last lesson for this unit. After writing your descriptive essay, it is not enough that you complete the task. Making sure that your essay is near flawless is essential.This is where revising comes in. Revising and editing will help improve your essay.
Revising and Editing
During the revising and editing stage, you review your essay to see if there are improvements that you could make. Use the checklist below to make sure your descriptive essay has the required elements:
Organization
● Is there an introduction, body, and conclusion?
● Are the paragraphs arranged properly?
● Do the ideas in the essay flow smoothly?
Content
● Is it a descriptive essay?
● Is vivid language used?
● Does the essay “paint a picture” in your mind?
● Is the essay detailed and precise?
● Does the essay have a clear focus?
Grammar
● Do the subjects and verbs agree in the essay?
● Are the tenses consistent?
● Is the point of view consistent?
Mechanics
● Are the words spelled correctly?
● Does the text make use of punctuation marks properly?
● Is proper capitalization used throughout the essay?