What I Need to KNOW

This module contains four (4) lessons, namely:

LESSON 1: PATTERNS OF DEVELOPMENT IN WRITING ACROSS DISCIPLINES
At the end of this module, the student is expected to:
 compare and contrast patterns of written text across disciplines (narration, description, definition,
exemplification / classification, comparison and contrast, cause and effect, problem - solution and
persuasion;

General Instructions: Answer all the activities on this module. Use separate sheets of paper for your
answers.
Activity I WHAT WORDS WILL YOU DISCOVER? Discover new words by completing the crossword puzzle
below.
Across:
1. It convinces the reader of the writer's point of view.
4. This can be measured and observed.
5. This word that identify things, places, and events that can be
measured and observed.
7. Pattern of development of writing that discusses elements
that are similar.
9. It defines how something works, what it is made for, and what
it can do.
11. It allows the reader to visualize precisely what each person in
the story is doing at any given time.

Down:
2. A pattern of development which ultimately describes how,
when, and where an event or occurrence actually
happened.
3. It gives no room for misinterpretation and can be used for
reference for the rest of the text.
6. This is another pattern that we can use to express our
thoughts. The manner of expression using this style may
vary, though generally it follows the pattern of statement, explanation and example.
8. Contrast in writing discusses elements or ideas that are different.
10. This discusses the effects of the term and how it is useful in certain subjects.
12. It helps to define something by going back to its origin.

DEVELOPING EFFECTIVE PARAGRAPHS

One of the most important elements in writing is the form or structure. It is worth noting that without a
solid structure in place, the content you have gathered would fall apart. After constructing an outline and writing
your first draft, it is time to get on to paragraph writing.
An effective paragraph shows the unity of the sentences used in developing the main idea. A
paragraph is made up of the topic sentence which contains the main idea, the supporting details and the
conclusion or the clinching sentence at the end.
 Topic sentence – it reveals the main or central idea of the paragraph. It does not necessarily have to
be placed at the beginning of the paragraph. It may be found in the middle of the first and the last
sentence or at the end. If it is found at the end of the paragraph, it may be used as a clinching or
concluding sentence.
 Supporting details – they give the paragraph life as it elaborates on the scope given by the topic
sentence.
 Clinching sentence – it closes your paragraph. According to Dagdag (2010), this “may be a
restatement of the topic sentence, a summary, or a conclusion based on the supporting details.”
PATTERNS OF DEVELOPMENT
Each person has a different purpose of writing. There are also particular characteristics that a writer must
remember in order to convey the right information of the discourse to the readers. The following patterns of
development are used in multiple fields and types of media that require written text.
1. NARRATION
Narration is the most basic pattern of development. When a writer puts down an idea, he is then
considered as the narrator of the literary work. What is this narrator's point of view? Is he omniscient, or
restricted to a single view (his own)?
More importantly, narration is a pattern of development which ultimately describes how, when, and
where an event or occurrence actually happened. The narration virtually constructs the world as the reader
sees it from the text. From how the people think, speak, and work in a particular setting at the time of day, and
by which sequence of events are presented; these are all conventions of narration.
Example:
“It was late spring the last time we saw Ross. He was standing at the edge of the hill, and he never so much as looked up
even though we were sure he knew we were there. There was a bunch of flowers clutched to his fist, but there really was no reason for
him to be standing there. We knew that Carrie wasn’t coming to see him. But he stood there anyway, waiting, even as the afternoon
sunlight deepened towards the evening. He must have been standing there for hours.”

There are certain features that can be found in most narratives and are utilized to further present the
setting or scenario for a reader. Each feature presents a different aspect of the narration, bur the sum of which
paints the entire vision in the mind of the reader as the story takes place. Without these features, the narrative
would become stilted, vague, and generally incomprehensible.

The following are the components that build up a story in itself.

1. Logical actions. These actions are conceivably happening within the narrative. The actions need
not only be on the physical level, but will also be related to mental reasoning of the characters themselves.
These logical actions are considered the very movements within the plot or the narrative that drive the
characters forward, be it during a dialogue, or within a scene, it allows the reader to visualize precisely what
each person in the story is doing at any given time.
Examples:
“We saw...”
“He was standing...”
“We knew.”
“He reached for...”
“They waved...”
2. Way of narration. This refers to how the writer presents the story. It includes the pace by which
scenes are given out; if they have had enough time to be fleshed out of properly depicted for a reader, or if
they were hurried through.
While a story is a sequence of events, there must be a natural progression of time to these events, with natural
breaks in between. Rapidly shifting progression events or actions without some elaboration is generally not
seen as “good writing particularly in fiction. Time skips are also mostly seen in diary or journal-style stories
where one day goes into the next.
But beyond this, one must consider the pace of the events. Narration can help pace the story by adding
more depth to things currently happening, by describing more details and actions taking place within the span
of time, the writer is able to pace the viewpoint of the reader.
Examples:
 Clipped narration: “He came and talked to us. Then he left the house and then he drove the car back home.”
 Paced narration: “He came and talked to us for a few moments. He seemed upset, but he managed to get through all the bad
news. Shaking our hands before he left the house come twilight, he seemed to feel better now that he had delivered the news.
He waved from the car as he pulled out of the driveway, narrowly missing the mailbox again, and drove off to return home.”
3. Terminology. It places emphasis on the fact that concepts are critical to the narration. When
narrating, writers must choose how to address terms that is either concrete or abstract, and specific or
general observations. Once writers know which ones, they want to use, they are able to paint a more
appropriate setting.
Concrete terms are words chat identify things, places, and events that can be measured and observed. These
are terms that oftentimes have a physical manifestation in our world, such as spoon, dog, and house. The
meaning of concrete terms is constant throughout time.
In contrast, abstract terms refer to ideas or concepts that are intangible, such as the concept of love,
freedom, and feminism. The meaning of abstract terms can vary from context to context, such as when
freedom is used to denote being “free of responsibilities,” as well as “free from bondage or slavery.”
In addition, general terms are commonly used to denote groups, while specific terms refer to an
individual component of that group. For example, the word furniture, a general term, can refer to a number of
items, such as cabinets, desks, and chairs, which now serve as the specific terms.
Specific terms can be further broken down to identify a more specific item. For example, from the word
furniture, we can break it down to tables, and then study table. The image in the reader's mind becomes
clearer as we become more specific.
In narration, concrete, abstract, specific, and general terms can be used as follows:
 Concrete: “He was shivering violently from the cold.”
 Abstract. “The joy in the air was palpable.”
 General “He gave her a piece of jewelry.”
 Specific: “Each green stone had fire in its facets.”
2. DESCRIPTION
Description is simply the pattern of development which goes into details about a specific object,
person, or location, in order to firmly set its appearance into the readers’ minds, this when the readers get to
see with their minds’ eye what the writer is trying to present before them. The guideline to remember with a
description is that it answers the question: “What does it look like?” or “What are its characteristics?”
Without description, the text would become dry and incomplete. Hence, the reader
would have difficulty grasping the appearance of a concept, whether it is a time,
place, object, or person, these concrete descriptions make the readers visualize
the situations more thorough, As a result, the reader becomes more immersed with
what they are reading, and with every detail, everything becomes more realistic to
them.
Example:
“The glade was strange. There were vines that looped and leapt from one branch to
another, forming a massive canopy over the clearing. The dome of branches dappled the lances of sunlight falling in. Flowers, unlike
anything I’ve ever seen, blossomed in cracks of mossy stone and peeking through the leaves. Past the tall columns of the dark trees
crept over with vines was a massive pool of water that mirrored and rippled the sunlight. And in the middle of that pool was a lone circle
of grassy land.”
The best way to explain the description process is that, as with everything, moderation is the key. Excessively describing
everything to the very last detail could result in large chunks of text that the reader might skip over as it ultimately leaves nothing to the
imagination of the readers. This can become tedious for the reader to completely absorb.
The ultimate goal of a description is to give the reader a clear and vivid idea of what is being described. Supporting details will
also contribute to this understanding, and will guide the reader in following the sequence of events.
 There are two varieties of description that a writer can use. These are objective and subjective.
1. Objective description. This form of description looks into factual and scientific characteristics of what
is being described as objectively as possible, oftentimes used in specific and reportorial writing such as
encyclopedias or textbooks, this form of description aims to present an objective. The author, therefore,
stays away from emotional impressions of responses and instead, describes the scene as it is. This
also used in fiction to explain real concepts such as physics and mathematics, just like in the movie
The Martian. It has a first-person point of view of Mark Watney, who regularly makes use of
mathematical explanations to explain the rationale behind every action in trying to survive on Mars.
The Acer barbatum is a small to medium-sized, deciduous tree usually ranging from 15 to 25 m. (50 to 80 ft.) tall when mature. Its
bark is light gray and smooth on younger trees, and it becomes ridged and furrowed with age. Leaves are opposite and shallowly
to deeply palmately lobed, with a few blunt teeth but no serrations. The leaf sinuses are rounded, unlike those of red maple (Acer
rubrum) which are sharply V-shaped. Also, the sides of terminal leaf lobes are more or less parallel, while those of red maple are
widest at the base, tapering to the tip.

2. Subjective description. This is the sort of description that the author would normally use to “paint a
picture” of how he sees a character, or how he wants the reader to see a character. It is also used in a
literary discourse when there is a stereotyped image that can be attributed to a person, place, or an
event. For example, a strict teacher would connote a stiff, unapproachable, and inconsiderate person. It
is the most common form of description, particularly in fiction.
Example:
My mother had hair so dark that it looked like a waterfall of ink. She always kept it in a braid that fell to her slim waist, and
always tied with a plain black band. The braid of black slung over her shoulder, the plaits shining like scales.

3. DEFINITION
The goal of a definition is to ensure that the reader understands unfamiliar terms used in the story. This
occurs when there is an object or fact in the story that the writer does not want to explain through context
clues. It gives no room for misinterpretation and can be used for reference for the rest of the text. It is much the
same as how a dictionary presents a specific term, and then carefully defines it as it is used within a scope of
language.
Definition as found within a text, regardless of whether it is creative or formal, can sound very much like
an encyclopedia excerpt. Pertinent facts surrounding a term are described to solidify the word and set its
significance into the readers’ minds. It will always be linked back to the main discourse of the text in order to
amplify its significance to the overall content.
Oftentimes, a definition paragraph (also called an essay) is used as a form of foreshadowing where it
becomes vital to the plot later on. This is deliberate in order to bring the reader’s attention to it and to further
give relevance to the story.
There are two varieties of definition paragraphs. These are scientific and subjective.
1. Scientific definition. A scientific definition is very important particularly when it comes to complex
and technical terms, such as in sciences where the terminology is specific and extensive. To write accurate
scientific definitions, writers would have to be objective and use analogies that are easily identifiable for the
readers who may not have background information on the topic. This also refers to defining concepts in the
most factual way, which is often used in scientific, proper, or real-world facts.
Example:
The Coming of Age ceremony in Japan, also known as a seijinshiki, is a group ceremony wherein adolescent: who turn twenty
years old (no longer considered minors, and therefore ready to take on the responsibilities of adult: life) gather together on the second
Monday of January. They hear from many distinguished speakers and at the end of the ceremony, small gifts are handed out. Many of
these young people wear traditional Japanese clothing appropriate for the traditional event.
2. Subjective definition. A subjective definition can be used to define objects in a more personal way.
It is usually derived from the author’s own experiences and opinion; this form of definition is often used by a
writer to state something from the point of view of the characters or in relation to the setting. This definition may
apply only within a clearly given context. Definition is by far the most prolific in science fiction and fantasy
pieces.
Example:
The Hole is what everyone called “the last shipyard down Aurora Bay,” mainly because by the time any ship gets to the end of Aurora
Bay, it would be nothing more than tatters. It is run by the hardy harbor master named Tomlin, known for his quick hand with a spanner.
While there are different types of a definition paragraph, the author must still identify the term that is being defined so that it is
clear to the reader what it means. The term could be emphasized by the following:
 Characteristics or features. This can include physical features and behaviors, such as the physical features of
an animal or a plant.
 Function. It defines how something works, what it is made for, and what it can do, such as defining an automobile
as a vehicle that runs on four wheels and can transport people from one place to another.
 Effect. This discusses the effects of the term and how it is useful in certain subjects. For example, the definition of
photosynthesis clearly explains how vital it is in transforming energy.
 Origin. Sometimes, it helps to define something by going back to its origin. Such is the case when you provide a
history of an object which therefore puts into context its current meaning. For example, the term wimp comes from
the word wimple, which is used by medieval women in Europe. This can then denote that a wimp is someone who
simply bows down to more superior beings, such as men, because in medieval Europe, women are not allowed to
go against the wishes of men.

4. CLASSIFICATION AND EXEMPLIFICATION

This pattern of development is the process by which a piece of information becomes classified
according to a specific category. This also applies to describing a classification of beings, persons, or objects.
Ultimately, this process’ function is to determine a set of specific characteristics that apply to a single
demographic of people described within the text.
This method of “filling criteria” makes the reader see comparisons between different varieties of
classifications. Its concept is similar to how music is classified by genre, and the genre is ultimately what
defines their features.
A good rule of thumb to determine if what you are looking at is an exemplification or classification
paragraph is if the information can fit comfortably into an organization table. With each criterion as a different
column, the traits that make each criterion unique can be listed below. Unlike simple comparison and contrast,
there should be various traits described to fall only under one specific item in the criteria.
Signal Words for Classification
another classified as one kind the last group
another kind final type the first category the next part
Signal Words for Exemplication
after all for instance, namely that is
as an example, in other words, put another way to be specific
consider the following in particular specifically, to clarify
for example, in short stated differently to illustrate
Example:
“Each Hogwarts House tends to favor a particular type of student to admit into its space. Gryffindors are brave, Hufflepuffs are
just, Ravenclaws are clever, and Slytherins are ambitious. Students who have qualities that fall under two or more of the selected
qualities of a House tends to become a ‘hat stall’ while sitting under the Sorting Hat, as it tries to decide which house to put the student
in.”

5. COMPARISON AND CONTRAST

Comparison in writing discusses elements that are similar while contrast in writing discusses elements
or ideas that are different. A compare-and-contrast essay, then analyzes two subjects comparing them,
contrasting them, or both. However, its purpose is not to simply state the obvious but rather to illustrate subtle
differences or unexpected similarities between two subjects.
As a writer, you should help the readers see how these two ideas are similar or different by showing
them its advantages and disadvantages so they are able to weigh the pros and cons before they make
judgment or decision.
The following are helpful signal words for effective writing:
For Comparison For Contrast
in the same way Yet
by the same token And yet
Similarly, Nevertheless
In like manner Nonetheless
likewise After all
In similar fashion But
However
Though
otherwise
On the contrary
Notwithstanding
On the other hand
Example
My sisters are as different as yin and yang in terms of personality, appearance and intelligence. Tina, the middle child in the
family, prefers staying at home than going out with her friends. She is slim, petite and has dark skin. As she is not sociable, she finds
friends with the characters from the books she reads most of the Lesson 5 Comparison and Contrast 14 time. In addition, she is very
clever in subjects like Math and Science which made her graduate with Highest Honors from Senior High School. In contrast, my
youngest sister, Joni, is the opposite. She has an outgoing and friendly personality. There is never a dull moment as she is always
ready with stories to tell. She is tall with a round plump face and fair skin. Being the youngest in the family, she is often asked to
perform during family gatherings since she sings and dances well. My sisters may be different from each other but they adore one
another.

6. CAUSE AND EFFECT

There is an adage which says, “Every action has an equal and opposite reaction.” This is very true in
this pattern of development by which the plot is driven. It is not merely the characters in a story or one setting
that drives the narrative forward, but it could be something that occurs previously which then in turn causes
another event to occur.
This is often used to present character motivations. It answers questions such as, “What caused this to
happen?” “What happened after that?” “Why did it happen?” and “Why did not anything happen?”
Typically, in a single paragraph, one is
more emphasized than another.
Particularly are novels where the cause could
begin simply, and then after a series of set
offs, a chain reaction of events follows,
driving the novel’s plot forward. In
academic or formal writing, a report also
uses cause and effect. They begin with the
effect of an incident and explain to the
public the cause.

https://bit.ly/2IR26CC
Example:
“Following the hurricane, entire towns and communities were left devastated. In the wake of the storm, nearly
500,000 people were displaced, searching for a place to go to. The loss of entire communities then caused a significant
drop in the quality of life among the survivors. With the storm having washed away entire livelihoods and even any means
to recover these livelihoods, the survivors stood starving and could only rely on the help of the government.”
Causes and effects can be written in two ways. A paragraph may either emphasize the cause or
the effect.
1. Paragraph emphasizing cause. As the name implies, this emphasizes the cause and goes into detail
about it while the effect is subtly expressed in the sentence.
2. Paragraph emphasizing effect. This one emphasizes the effect and goes into detail about it, with the
cause subtly hinted at the paragraph.
Example:
“One more delayed payment for the house rent and it would soon be gone. They would be left homeless. The children will
have to stop going to school, and she would have nowhere to go to.”
In this paragraph, because of a delayed payment for house rent, the family will have nowhere to go and
the children will be homeless. It focused on the effects of the late payment rather than why the payment was
late in the first place.
7. PROBLEM-SOLUTION
Similar to cause and effect, problem and solution go hand in hand as a process. This pattern is most
commonly found in scientific papers, which presents a problem, and then describes the way this problem was
solved or remedied by way of the scientific process.
A problem and solution paragraph in a text begins by identifying the problem or situation, and later on
presents a solution to a problem. However, the solution may not be stated immediately after the problem. The
problem is essentially the “cause,” and it moves the events forward until a solution to it could be found.
The problem is ultimately something that the text seeks to resolve. Whether
the problem is resolved within a few pages or all the way to its conclusion is
left to the writer’s discretion. What is important is to identify in the first place
what the problem is, and what the precise solution is. The progress from
problem to solution is more heavily detailed in scientific research papers,
while creative writing may take less obvious routes to reach its solution.

Example:
“So, there I was standing with no car, no shoes, no phone, and absolutely no one to ask help
from. What else are you going to do when stranded at the side of a desert road with the nearest town not for another eleven miles? You
hoof it of well, seeing as how I had no choice, I decided that going somewhere was bet standing there under the boiling sun and
preparing to die. So, walk I did. It was just eleven miles; how bad could it be”
The problem could range from a minor to a major one. One definition of a plot that it is the overall “problem,” and chat the rest
of the events throughout the text is a for a “solution.”
In formal and scientific papers, the problem is presented as the thesis statement. This thesis statement is meant to be answered in the
research paper through the information that can possibly be found in the body of the text. The conclusion is essentially the “solution.”
Example:
Consumption of processed and convenience foods have led to an increase in obesity and reduction in the fitness level of the
adult population. In some countries, especially industrialized ones, the number of obese people can amount to one third of the
population. This is significant as obesity and poor fitness lead to a decrease in life expectancy, and it is therefore important for
individuals and governments to work together to tackle this issue and improve their citizens’ diet and fitness.
Obesity and poor fitness decrease life expectancy. Overweight people are more likely to have serious illnesses, such as
diabetes and heart disease, which can result in premature death. It is well known that regular exercise can reduce the risk of heart
disease and stroke, which means that those with poor fitness levels are at an increased risk of suffering from those problems.
Changes by individuals to their diet and their physical activity can increase life expectancy. There is a reliance today on the
consumption of processed foods, which have a high fat and sugar content. By preparing their own foods, and consuming more fruits
and vegetables, people could ensure that their diets are healthier and more balanced, which could lead to a reduction in obesity levels.
In order to improve fitness levels, people could choose to walk or ride a bike to work or to the shops rather than taking the car. They
could also choose to walk upstairs instead of taking the elevator. These simple changes could lead to a significant improvement in
fitness levels.
Government agencies could also implement initiatives to improve their citizens eating and exercise habits. This can be done
through education, by adding topics to the curriculum about healthy diet and lifestyle. Government offices may also provide more bike
lanes or increase vehicle taxes. While some might argue that increased taxes are a negative way to solve the problem, it is no different
from the high taxes imposed on cigarettes to reduce cigarette consumption.
In short, obesity and poor fitness are significant problems in modern life, leading to lower life expectancy. Individuals and
government agencies can work together to tackle this problem and to improve diet and fitness. Of the solutions suggested, those made
by individuals themselves are likely to have more impact, though it is clear that a concerted effort with the government is essential for
success. With obesity levels in industrialized and industrializing countries continuing to rise, it is essential that we take action now to
deal with this problem.

8. PERSUASION
There are instances when the writer's opinions may seem unorthodox of unusual and the writer would
then have to resort to persuasion to convince the reader of his message. This is done by utilizing persuasion
as a pattern of development, as it convinces the reader of the text’s message or platform. It provides strong
data that backs up the writer's opinions which then leaves little room for contradictory opinion.
This discourse, which seeks to influence the readers to take some action, is also meant to present
information that will cause the reader to believe the justification of the message found in the text. Oftentimes,
this process, as used on a personal level, is meant to discuss the writer’s opinion on the subject. A text that
presents the opinion of the writer is considered “persuasion,” which convinces the reader of the writer's point of
view.
Persuasion paragraphs can be found in nearly all fields. In journalism, opinion pieces and editorials fall
under the persuasion pattern. In creative writing, a character might speak in a persuasive dialogue that
explains his motivations for an action. Formal and scientific writing, such as book reports, reaction papers,
essays, and documents pertaining to a field experience could also use persuasion as a pattern of
development.
For as long as the text aims to strengthen a point of view of the writer by using convincing evidences that make
the readers take some action, it follows the pattern of persuasion.
Example:
“Dear Linda, thank you for your letter. I must say that I disagree with your view. Vaccinations are actually an extremely
necessary part of keeping everyone, including your own children, safe from disease. The herd immunity that protects us all is only
strong as long as everyone continues ensuring that their children are vaccinated. There are children who, for medical reasons, cannot
receive vaccination, and therefore are relying on the immunity of the herd. To not vaccinate your children would be risking so many
more in danger to diseases that the human race has nearly eradicated.”
In the example above, the writer supplies his opinion, which is backed up with facts or information
relevant to the topic that has caused him to think this way. Through this, the readers could be persuaded to
think of things in the same way as the writer. This also works in first-person narratives in fictional novels,
wherein the restricted view of the protagonist is meant to persuade the reader of the justification of his actions.

Activity II GIVE IT! Present what you have known about a well-written text.