Researching agendas title documents | Exercises English

Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

Ministry of Basic, Higher and Technical Education

Schools Division of Cotabato City

COTABATO CITY NATIONAL HIGH SCHOOL-MAIN CAMPUS

Sinsuat Avenue, Cotabato City

SENIOR HIGH SCHOOL

CREATIVE NONFICTION

Quarter 3, Week 3

General instruction: Do not write anything on this Learning Activity Sheet. Write your answer on a separate sheets of

paper.

1. GRADE LEVEL- 12

2. COMPETENCY (MELC) Analyze factual/nonfictional elements (plot, characters, characterization, point of view,

angle, setting and atmosphere, symbols and symbolisms, irony, figures of speech, dialogue, scene and other

elements and devices in texts)

4. REVIEW

Literary elements are the fundamental building blocks of writing. They play an important role in helping us write, read

and understand literature . Hartgers (2020) defined literary elements as writing techniques used to create artistic special

effects, that immerse the reader into a narrative, story, or text. Literary elements are specific ways that storytellers use

Common literary devices

The most common literary devices used in literature, art and everyday language are similes, metaphors, personification,

hyperbole, and symbolism.ords in specific patterns to tell their stories. They are considered as main tools in a writer’s

toolbox.

5. CONCEPT OR TOPIC (GENERALIZATION)

Purdue University enumerated a number of writing prompts that can help you analyze nonfiction texts in remote

classrooms. Although these writing prompts were written with a few common nonfiction genres in mind, they can be

easily adapted to work for other nonfiction genres (or even, with a little more work, fiction genres)

General Analysis Prompts for Nonfiction Writing

Purpose

1. What is the purpose of the text?

2. What kind of text is this? Is this appropriate for the writer’s purpose?

Organization

1. What structure does the text broadly follow?

2. How is the text laid out/organized?

3. Is the overall structural organization appropriate to the text type?

4. In your opinion, are there any sections that might improve the missing text?

Connectives/Transitions

1. Does the "flow" or progression of ideas in this text seem smooth and logical?

2. Can you identify any clear instances of transitional or connective elements in the text?

3. Is there an appropriate variety of these transitional/connective elements?

Language

1. What other interesting or unusual language features do you see in the text?

2. In your opinion, does the text demonstrate a varied vocabulary, or is it too dry and repetitive?

Narrative Nonfiction Writing

1. What is the story about? What is the main topic of the text?

2. Who is the main character? Who are the other important characters in the story?

3. Where does this story take place? How does the place influence the storyline or sequence of events?

4. Are there any conflicts/problems in the story?

5. How does the conflict progress? Do things get worse or better?

6. How does the conflict get resolved?

7. What are the most emotionally-charged parts of the story?

8. How would you have reacted differently if you were the main character?

9. Do you remember any similar series of events you experienced?

10.What was the most memorable part of your own experience?

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Republic of the Philippines Bangsamoro Autonomous Region in Muslim Mindanao Ministry of Basic, Higher and Technical Education Schools Division of Cotabato City COTABATO CITY NATIONAL HIGH SCHOOL-MAIN CAMPUS Sinsuat Avenue, Cotabato City SENIOR HIGH SCHOOL CREATIVE NONFICTION Quarter 3, Week 3 General instruction: Do not write anything on this Learning Activity Sheet. Write your answer on a separate sheets of paper.

GRADE LEVEL- 12
COMPETENCY (MELC) Analyze factual/nonfictional elements (plot, characters, characterization, point of view, angle, setting and atmosphere, symbols and symbolisms, irony, figures of speech, dialogue, scene and other elements and devices in texts)
REVIEW Literary elements are the fundamental building blocks of writing. They play an important role in helping us write, read and understand literature. Hartgers (2020) defined literary elements as writing techniques used to create artistic special effects, that immerse the reader into a narrative, story, or text. Literary elements are specific ways that storytellers use Common literary devices The most common literary devices used in literature, art and everyday language are similes, metaphors, personification, hyperbole, and symbolism.ords in specific patterns to tell their stories. They are considered as main tools in a writer’s toolbox.
CONCEPT OR TOPIC (GENERALIZATION) Purdue University enumerated a number of writing prompts that can help you analyze nonfiction texts in remote classrooms. Although these writing prompts were written with a few common nonfiction genres in mind, they can be easily adapted to work for other nonfiction genres (or even, with a little more work, fiction genres) General Analysis Prompts for Nonfiction Writing Purpose
What is the purpose of the text?
What kind of text is this? Is this appropriate for the writer’s purpose? Organization
What structure does the text broadly follow?
How is the text laid out/organized?
Is the overall structural organization appropriate to the text type?
In your opinion, are there any sections that might improve the missing text? Connectives/Transitions
Does the "flow" or progression of ideas in this text seem smooth and logical?
Can you identify any clear instances of transitional or connective elements in the text?
Is there an appropriate variety of these transitional/connective elements? Language
What other interesting or unusual language features do you see in the text?
In your opinion, does the text demonstrate a varied vocabulary, or is it too dry and repetitive? Narrative Nonfiction Writing
What is the story about? What is the main topic of the text?
Who is the main character? Who are the other important characters in the story?
Where does this story take place? How does the place influence the storyline or sequence of events?
Are there any conflicts/problems in the story?
How does the conflict progress? Do things get worse or better?
How does the conflict get resolved?
What are the most emotionally-charged parts of the story?
How would you have reacted differently if you were the main character?
Do you remember any similar series of events you experienced? 10.What was the most memorable part of your own experience?

Informational Reports

What is the main topic of this report?
Is the overall purpose of the report clear? What would the author like us to do with this information?
How does the author start and end this report?
How efficiently did this report convey information to the reader?
What makes this report interesting/uninteresting?
What might the author have done differently to convey information more clearly/interestingly?
What were you surprised to learn about the topic?
What other topics would this type of informational report be good for describing?
What makes this type of writing different from narrative writing? Argumentative Writing
What is the author's main argument?
What would the author like us to do, if anything?
How effective was the argument, from your point of view?
Do you have any prior beliefs or opinions that might affect how persuasive you perceived the argument to be? What about other readers who are likely to read this piece?
What would be some other good topics for this type of argumentative writing?
What were the primary sources to support the author’s argument?
What makes this type of writing different from an informational report or a narrative?
1. EXAMPLES Nonfiction Genre Narrative Informative Argumentative Example topic A travelogue of a tourist who went to Caramoan Description of Philippine Tourism should personal travel be banned during a pandemic? Purpose To provide personal insights and emotions while experiencing the event or the topic. To provide information about the topic To encourage the readers; to present a position on an significant and current topic and support it Organization Establishing the core points like the WH elements as introduction of the narration. Chronological Arrangement of series of events Introduction of problem/conflict, if available Resolution Author’s perceptions about the topic and its significance Thesis statement of topic's importance Provide background information Details or supporting details (1 idea 1 paragraph)Wrapping up on the concluding part Introductory statement history development or background information, news peg, stand about the topic, personal statement of opinion Supporting statements about your stand, may include evidences to strengthen the stand Conclusion and recommendation Examples of transitional/ connectors Procedural transitional like first, second, next, lastly and words that indicate time Transitional for additional and objecting the previous idea Introducing each argument may use procedural transitional Introducing the conclusion using concluding transitional Other language features Use Past tense of the verb to discuss what happened Dialogues may be used Ideas shall be presented in present tense. The use of formal diction is appropriate Diction shall be considered especially with he target audience. Present tense shall be used in presenting the arguments.
2. EVALUATION Instruction: Read the narrative text below. Analyze the text by answering the provided prompt questions about narrative genre. Do this on your answer sheet. The Forgotten Ones Mary Jade Dondonay Have you ever felt how hard is it to be taken for granted? But what if the society has totally forgotten you, would it be harder than it already is?

8. APPLICATION

Instruction: Read the informative text below. Analyze the text by answering the provided prompt questions about informative genre. Do this on your answer sheet New coronavirus mutation found in the Philippines Gaea Katreena Cabico A mutation of the novel coronavirus believed to be more infectious than the original variant has been detected in the Philippines, genomic researchers said. The new mutation of SARS-CoV-2, the virus that causes COVID-19, has been reported to have become the dominant coronavirus strain circulating around the world. Researchers called the new strain G614. When the outbreak began in the country last March, the original D614 genotype showed up in the positive samples collected by the Philippine Genome Center (PGC). But in a new study, genomic researchers detected both the D614 and the G614. “We now report the detection of the D614 variant among nine randomly selected COVID-19 positive samples collected in Quezon City in July. In the month of June, both the D614 as well as the G614 have been detected in a small sample of positive cases,” PGC said in an August 13 bulletin. “Although this information confirms the presence of G614 in the Philippines, we note that all the samples tested were from Quezon City and may not represent the mutational landscape for the whole country,” it added. Last month, researchers from the Los Alamos National Laboratory in New Mexico and Duke University in North Carolina published a study that a specific change in SARS-CoV-2 virus genome is more infectious in cell culture. The team analyzed the data of 999 patients hospitalized with COVID-19 in the United Kingdom and observed that those infected with G614 had more viral particles in them. They, however, did not find evidence of G614 impact on disease severity. In other words, it was not significantly associated with hospitalization status. “There is still no definitive evidence showing that carriers of the G614 variant are actually more transmissible than those with D614, and the mutation does not appear to substantially affect clinical outcomes as well,” PGC said. The genome center stressed the importance of continuously monitoring G614 to help formulate containment, diagnostic and therapeutic strategies. “Itong sinasabi nila na D614G mutation may higher possibility na mas transmissible siya, mas higher ang level niya na makaka-transmit sya sa iba or infectious. Pero wala pa rin tayong solid evidence to say na ‘yan talaga ay mangyayari,” Health Undersecretary Maria Rosario Vergeire said in a media forum Monday. (They say D614G mutation has higher possibility that it is transmissible, it has higher level that it can transmit to others or infectious. But we still don’t have solid evidence to say that will happen.) She also said that the PGC has been authorized by the DOH to continue the study to gather more information about the virus. The novel coronavirus has so far infected 161,253 people in the country despite imposing one of the longest and strictest lockdowns. Of the figure, 112,586 have recovered and 2,665 have died. Questions:

What is the main topic of this report?
Is the overall purpose of the report clear? What would the author like us to do with this information?
How does the author start and end this report?
How efficiently did this report convey information to the reader?
What makes this report interesting/uninteresting?
What might the author have done differently to convey information more clearly/interestingly?
What were you surprised to learn about the topic?
What other topics would this type of informational report be good for describing?
What makes this type of writing different from narrative writing?

Source: Creative Nonfiction Grade 12 Pivot Learner Material Prepared by: SITTIE NORAISA Z. ETO

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8. APPLICATION