Reading and Writing Skills (RWS – Q3)

PATTERNS OF DEVELOPMENT 6. CAUSE AND EFFECT

- organizes details based on the cause, the reason, and the result or
Pattern of Development consequences of a certain phenomenon
- may discuss both the causes and effects, the causes only or the effects only
- is the logical arrangement of ideas
- most important parts: the purpose of the text, the relationship between causes and
- helps readers and writers follow ideas easily and understand a text better
effects, and the potential causal fallacies or illogical arguments
- uses signal words to determine pattern

1. NARRATION/ CHRONOLOGY / PROCEDURE SIGNAL WORDS for CAUSES

- organizes ideas or events according to time it occurred (chronology) For
As In view of (the fact)
- organizes details based on stages or steps (procedure) For the reason that
Because (of the fact) Inasmuch as
- has most essential parts (main idea, major dates/events) In that
Being that One reason
SIGNAL WORDS Seeing that
Due to (the fact that) Owing to (the fact)
About Before Finally In the Prior to Tomorrow Since
After During First meantime Second Until SIGNAL WORDS for EFFECTS
Afterwards Eventually Immediately Later Soon When So
As soon as At this/that Presently Meanwhile Then Yesterday Accordingly Consequently
So much (so) that
At point Next Till Today As a consequence For this reason
So that
Next week As a result (of this) Hence
Therefore
Because (of this) In consequence
2. DESCRIPTION (Sensory and Spatial / Subjective and Objective) Thus
- provides details on the idea by using either sensory (based on one or all of the
five senses) or spatial (by location or physical space) pattern
- shows the writer’s impression of what is being described; part of story-telling
(subjective)
- writer presents impartial and actual picture of the subject without biases and
excluding personal impression of the subject; part of scientific reports
(objective)
- most important elements of this pattern are types of description, the clustering of
details, and the progression of description

SIGNAL WORDS (Spatial)

Above Across Adjacent to Against Along Around
Away from Back of Behind Alongside Below Beneath
Beside Amidst Between Beyond By Down
Farther Here In Near In front of Inside Into 7. PROBLEM-SOLUTION
Of On On top of Over Onto Opposite to - organizes ideas into problems and proposed solutions
Outside Throughout To the right Under - problem section (includes the what, who, when, where, when, why and how)
3. DEFINITION (Informal / Formal) - other part (major effects of the problem, possible solutions, steps in implementing
- helps to clarify and explain concepts by answering the question “What does it the solution)
mean?” SIGNAL WORDS
- Informal definition can be either denotation or connotation. Denotation is the But Nonetheless One solution is The problem
dictionary meaning of the word. Connotation is the secondary meaning of a First, second One reason for the One way is The solution
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. 8. PERSUASION
- Formal definition consists of three principal parts: the species (WORD) + - organizes ideas to show how a set of evidence leads to a logical conclusion or
Genus (CLASS) + Differentiae. The WORD is the name of the object, process, or argument
concept defined. This is usually followed by “is” and “are” and the CLASS or - presents the issue, the position, and the supporting evidence that supports the
general group to which the object belongs. For example: Skimming (species) is a position
reading technique (class) of allowing the eyes to travel over a page very quickly,
stopping only here and there to gain an idea (differentiae). SIGNAL WORDS for EMPHASIZING A POINT
- explains the information through the use of illustrations, examples, and descriptions Again In that case To emphasize Truly
- most important parts of this pattern are the terms In fact Indeed To repeat With this in mind
SIGNAL WORDS For this reason
Is defined as As defined Means Refers to To SIGNAL WORDS for CONCLUDING AND SUMMARIZING
define To illustrate Accordingly Consequently In brief Inevitably
4. EXEMPLIFICATION / CLASSIFICATION All in all Due to In conclusion On the whole
- presents the general statement and then provides specific and concrete As a result Finally In short Since
examples to expound on the main idea (exemplification) As I have said In any event In summary In essence
- is used to provide an example of something Therefore Thus To sum up In a nutshell
- most important parts of this pattern are the main idea and the specific examples
- organizes ideas into categories or divisions based on criteria and standards
(classification) SIGNAL WORDS for CONCEDING A POINT
- is used when classifying people, objects, events, things, places, and other items Admittedly It is true that Obviously True
- most important parts of this pattern are superordinate ideas (name of the larger Granted Needless to say Of course Undoubtedly
group), the subordinate ideas (subcategories of a larger group), and the Assuredly No doubt To be sure unquestionably
relationship between them Certainly
SIGNAL WORDS
Exemplification Classification
After all For instance Namely Another One kind
As an example In other words Put another way Another kind The first category
Consider the In particular Specifically Classified The last group
following In short Stated differently Final type The next part
For example To clarify To illustrate
That is To be specific
5. COMPARISON – CONTRAST
- organizes ideas based on how events, places, people, things, and concepts are
similar to or different from one another
- can be arranged separately/ block method (describing one item first followed by
the second item)
- can be arranged side-by-side/ point-by-point comparison (discussing both items
based on each point of comparison)
- most important parts of this pattern: the purpose of comparison, points of
comparison, and the actual similarities and differences of the items being
compared
SIGNAL WORDS
Comparison Contrast
Also In the same Although Despite Instead Otherwise
As way And yet Even so However Still
both Like As opposed to Even though Nevertheless The fact
Nonetheless
Equally Likewise But In contrast On the remains
In a similar Similarly Conversely In spite of contrary Unlike
fashion To compare Counter to In the On the Whereas
In comparison other hand
meantime Yet
Reading and Writing Skills (RWS – Q3)

Reading and Writing Skills

LEARNING ACTIVITY SHEET No. 1

Name of Learner: Grade Level and Section:

Subject: Date Accomplished:

Lesson: Patterns of Development

Learning Competency: Compare and contrast patterns of written texts across disciplines (EN11/12RWS-IIIbf-3)
Learning Objective/s: Determine the pattern of development of texts and answer comprehension questions.

THURSDAY (January 10, 2025)

Learning Activity:
• Review your lesson - Narration and Description (Patterns of Development) in your handouts.
• Answer the assigned task in this learning activity sheet.
• Write your answers on your answer sheet.

LAS Task 1
Direction: Read and analyze the two texts in this activity sheet. Answer the comprehension questions that follow in your
test notebook/ one whole sheet of paper.

Text 1. PROVINCES IN PANAY

Regarded as to be the country’s oldest province, the written history of Aklan takes us back to the middle of the 13th
century when ten Bornean datus, together with their families, fled the oppressive rule of the Bornean king, Sultan Makatunaw.
In search for freedom, new lands and better fortunes, they left Borneo’s shore on a flotilla of balangays (ships) sailing
northward. And one day, in 1250 (circa), they landed on the bank of the Sirwakan River near the present town of San Joaquin,
Iloilo. Immediately after, Datu Puti, the leader of the expedition, came in contact with the Atis, the black-skinned, pygmy aborigines
of Panay Island. The Ati king named Marikudo and his queen, Maniwang-tiwang, welcomed the newcomers. Datu Puti asked
Marikudo if the latter’s people would be willing to move into the hinterlands and mountains in favor of the newcomers.
An agreement was reached. The price for the land was a gold saduk (wide-brimmed helmet), a chain of pure gold
necklace, and some gifts consisting of colored clothes, decorated arms, and fanciful trinkets. The historic sale (Barter of Panay)
was sealed by a sumptuous banquet attended by both the Atis and the Bornean peoples, and everybody had a joyous celebration
– feasting, dancing and singing. The celebration is commemorated every year, during the blooming season of mangoes, or at
about the same time of the year when the purchase was consummated. In later years, when the Ati descendants of Marikudo
withdrew to the mountains, the settlers chose to perpetuate the celebration. In the absence of the Atis, some of the settlers
smeared themselves with soot to simulate the Atis. Thus, from then on, the celebration that has withstood the tests of centuries
came to be known as the Ati-atihan Festival. The island of Panay was divided into three “sakups” (districts): Irong-Irong (now
Iloilo) under Datu Paiburong; Hantik (now Antique) under Datu Sumakwel; and Aklan (what was then Aklan and Capiz combined)
under Datu Bangkaya. These three “sakups” were united for mutual protection against enemy attacks into one confederation
called “Confederation of Madyaas” under the overlordship of Datu Sumakwel who was the oldest and wisest of the ten Bornean
datus.
Source: Province of Aklan. (n.a.). Historical Background. Province of Aklan: Probinsya it Akean. https://aklan.gov.ph/profile/historical-background/

Comprehension Questions:
1. What made the Bornean datus decide to flee from their homeland to the Philippines? (2pts)
2. Where and when did the ten Bornean datus landed in the Philippines? (6pts)
3. Upon disembarking from their balangays, who did they encounter? Describe these people. (2pts)
4. What did Datu Puti ask Marikudo in favor of their arrival? (2pts)
5. What were the things in exchange of the agreement made by Datu Puti and Marikudo? Describe these things. (6pts)
6. How did Ati-atihan Festival come about? (2pts)
7. What is the dominant pattern employed in developing the topic? Explain your answer by providing evidence. (5pts)
8. What other patterns are used in developing the topic? Explain your answer by providing evidence. (5pts)

Text 2. TYRANNOSAURUS REX

Tyrannosaurus rex was one of the most ferocious predators to ever walk the Earth. With a massive body, sharp teeth, and
jaws so powerful they could crush a car, this famous carnivore dominated the forested river valleys in western North America
during the late Cretaceous period, 68 million years ago. Tyrannosaurus rex, whose name means “king of the tyrant lizards,” was
built to rule. This dinosaur’s muscular body stretched as long as 40 feet—about the size of a school bus—from its snout to the tip
of its powerful tail. Weighing up to eight tons, T. rex stomped headfirst across its territory on two strong legs. These dinosaurs
likely preyed on living animals and scavenged carcasses—and sometimes they even ate one another. Not everything about
Tyrannosaurus rex was fierce, however. This dinosaur had unexpectedly puny arms, and the function of these little limbs is a
source of debate among scientists. Some believe the animal’s arms were an evolutionary leftover—like the pelvic bones of a
snake—or served non-predatory purposes like helping it grip a mate. Others argue that T. rex’s arms may have been adapted for
“vicious slashing” at close quarters, given their ability to inflict deep wounds with four-inch claws. And while they had strong thighs,
these dinosaurs were not speedy. They could only walk briskly at up to 12 miles an hour—likely not fast enough to chase a
speeding Jeep, as depicted in the movie Jurassic Park. Using biomechanical models, scientists have theorized that if these heavy
animals moved any faster, they would have shattered the bones in their feet.
Excerpt from https://www.nationalgeographic.com/animals/facts/tyrannosaurus-rex

Comprehension Questions:
1. What is the topic of the text above? (2pts)
2. How does a Tyrannosaurus rex look like? (5pts)
3. What is the meaning of Tyrannosaurus rex? (2pts)
4. What does Tyrannosaurus rex eat? (2pts)
5. Describe the running speed of T.rex. (4pts)
6. What is the dominant pattern employed in developing the topic? Explain your answer by providing evidence. (5pts)
7. What other patterns are used in developing the topic? Explain your answer by providing evidence. (5pts)