Topic 3 PATTERNS OF WRITING CHOPPED

PATTERNS OF DEVELOPMENT
IN WRITING
LESSON 3: Reading and Writing Skills
OBJECTIVES
After studying this lesson, you will be able to:
1. Illustrate each pattern of development in writing across
disciplines through graphic organizers such as Venn diagram,
comparison and contrast matrix, and fishbone map;
2. Write a paragraph using the different patterns of development;
and
3. Express through writing their insights about various life events
and
• circumstance
LESSON 1:
NARRATION
Developing one‘s reading and writing skills is not
easy. There are learners who can read but are not able
to express themselves in writing well. You have a lot of
ideas in mind but sometimes you may find it hard to
organize these ideas coherently, however, the good
thing is that there are many ways on how you can write
effectively.
• Read the set of events and rewrite the following
details on your answer sheet to create a coherent story.
1. Finally, the old lady crossed the street safely and
Juan was able to reach school on time.
2. One morning, Juan is in a hurry going to school.
3. Then, he thought of helping the old lady even though
he will be late in school.
4. Suddenly, he saw an old lady, carrying a full of
basket, crossing the street.
ASK:
1. What words are used to signal the correct sequence
of the events?
2. How do you think the ideas were able to relate to one
another?
3. What do we call these words?
4. How do these words help to create a story?
5. What kind of paragraph were you able to create
using the given details?
WHAT IS
IT?
Writing a paragraph involves deep understanding
of how one can achieve well focused and unified ideas
in a composition. For example, when students are
asked to come up with a summary of a story, they tend
to chop parts of the story and put it in their summary.
If that is so, it leads to create unrelated details that do
not contribute in the oneness and clarity of one‘s
summary.
It is important to use strategies developing
ideas using a particular pattern. One of these is
through narration. A narrative text contains the plot
which gives direction
in making a story.
In developing narration, sequential presentation
of events plays an important role.
Signal words help to create unified thought and to show
the transition of events to
the next. This leads us to focus on the use of the action
words in the story. It also
helps to move the story and makes the story interesting.
The chronological ordering of events helps to
show the reader how the story moves. Most of the
common transitional words are first, next, then, after
and suddenly.
Moreover, it is also important to give specific details
in pointing out the direction of
the story.
WHAT’S MORE?
Read the paragraph and answer the following
questions on a separate sheet.
1. Where and when did the story happen?
2. What transitional devices are used to indicate the
chronological order of time?
3. What event happened first?
4. What does the paragraph tell?
5. What sequence is presented in the story?
LESSON 2:
DESCRIPTION
People love to read and listen to story and the use of
appropriate transitional devices in telling stories are
noteworthy. Likewise, you have previously learned that in
writing a narrative, the plot gives direction in making the
story. However, it is not only the plot that will help you to
develop your writing skills. The use of description is also
important to help you create a vivid picture of what you
are trying to express through written text.
Answer the following questions.
1. What do you call the words that are used to provide a
striking effect on the senses of the reader?
2. How do these words help create a vivid description of
the given words?
3. What kind of paragraph can you develop using the
given details?
WHAT IS
IT?
According to Dayagbil & et. al, 2016, the
use of description plays an important role
to elucidate the nature of people, places and things.
A series of detailed observation
about the subject can help you create a good
descriptive paragraph. This involves
the use of adjectives and adverbs in the paragraph.
The kind of words we used to describe how
your subject looks, sounds, feels, smells
or even tastes like are called sensory languages.
It also concerns how you will arrange the
details to provide an image of the scene, the
person or the object you are trying to describe
in your text.
TWO TYPES OF DESCRIPTION
1. Objective description, where the writer presents impartial
and actual picture of the subject without biases and
excluding personal impression of the subject just like
when you give your description of an experiment in class.
2. Subjective description, where the writer gives personal
impression of what is observed. This is often used in
making fiction stories. For instance, when you are asked
to write about a place you visit during summer vacation,
you tend to give your personal judgment of how you
experience the place.
WHAT’S
MORE?
WHAT’S
MORE?
WHAT I HAVE
LEARNED?
What I Can Do?
Develop a composition using description
as pattern of paragraph development. Make a
vivid picture of your dream house which you
would like to own in the future. Use at least ten
descriptive words.
LESSON 3: DEFINITION
Read the definition paragraph below then answer the given
questions.
An estimated 50 years old, giant Crocodylus porosus is a

saltwater crocodile. It was the largest crocodile caught alive in
Bunawan of Agusan del Sur. According to residents, it is known
to attack people and had eaten animals.
The biggest crocodile was given the name of “Lolong” after
the name of Ernesto “Lolong” Goloran, who is one of the veteran
hunters from the Palawan Crocodile and Wildlife Reservation
Center, who led the hunt.
Dr. Adam Britton, an Australian zoologist and
crocodile expert, measured Lolong at 6.17 m (20 ft. 3
in). And in June 2012 Lolong was officially certified by
the Guinness Book of World Records as the “world‘s
largest crocodile in captivity”.
According to the experts of the National
Geographic Channel, Lolong breaks the record of the
previous record-holder with a measurement of 5.48 m
(18 FT 0 in).
Ask:
1. What is being defined in this paragraph?
2. Do the supporting points help you understand
the definition better? Are there facts, reasons,
examples, and details that make it even clearer?
3. What transition words are used between
supporting points?
Definition
Definitions provide concise but exact meanings of
unfamiliar words and explain special meanings for
familiar words.
They are often used to explain technical words
and concepts.
What to define always depends on the needs of the
reader and the purpose of communication.
It can be done in either of the two distinct methods of
definition.
Methods of Definition
1. Informal definition
• as either denotation or connotation.
Denotation is the dictionary meaning of the word.
For example:
Rose is a family of prickly shrub with pinnate leaves
and showy flowers.
Connotation is the secondary meaning of a word and
not necessarily included in the dictionary. Rather it is
how a writer understands a word based on their own
personal or consensual experiences.
Example:
A dozen of pink roses is usually given to their
beloved ones.
(Instead of literally referring to flowers, love and
romance are connoted.)
Methods of Definition
2. Formal definition
• consists of three principal parts:
the species (WORD) n + Genus (CLASS) + Differentiae.
• The WORD is the name of the object, process, or concept
defined. This is usually followed by “is” and “are” and
the CLASS or general group to which the objects
belongs.
For example:
Skimming (species) is a reading technique (class) of
allowing the eyes to travel over a page very quickly, stopping
only here and there to gain an idea (differentiae).
What I Can Do?
Define “AI” using the methods you have

learned. Write your answer on a ¼ sheet of paper.
LESSON 4: EXEMPLIFICATION AND
CLASSIFICATION
Exemplification (or illustration)

is the most common and effective pattern to
explain an idea or point.
In developing this kind of paragraph, the writer
develops a general statement –the topic sentence, with
one or more examples to support it.
Exemplification (or illustration)
Here are some transitional expressions in writing
effective exemplification paragraphs: for instance,
namely, to be specify, to clarify, to illustrate, for
example, in short, as an example.
Classification
is used when a writer needs to sort out or arrange
subjects to groups or categories based on their
common and shared characteristics.
Here are some transitional expressions in writing
effective classification paragraphs:
classified as, one kind, the last group, another kind,
another, final type, the first category, are
categorized as, the next part.
Remember that you can use both exemplification and
classification in developing a paragraph by simply
identifying categories on a particular subject and
providing examples or illustration to explain and
clarify meaning.
LESSON 5: COMPARISON AND CONTRAST
Remember that you can use both exemplification and

classification in developing a paragraph by simply
identifying categories on a particular subject and
providing examples or illustration to explain and
clarify meaning.

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Topic 3 PATTERNS OF WRITING CHOPPED

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PATTERNS OF DEVELOPMENT

An estimated 50 years old, giant Crocodylus porosus is a

Define “AI” using the methods you have

Exemplification (or illustration)

Remember that you can use both exemplification and

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