READING AND WRITING SKILLS PATTERNS OF DEVELOPMENT

1st Quarter Concept Notes

Buting Senior High School Prepared by: Mr. Alvin B. Fulgencio Jr.

I. NARRATION

 A written form of telling a story, usually from the viewpoint of one person. Many times, the writer is also making a
point as well as recounting events that occurred.
 Narration can be found in any form of literature, including plays, short stories, poems, novels, or even jokes. They
are considered narration, or narrative, as long as they tell a story.
 A sequential presentation of events forming a story,
 A narrative differs from a mere listing of events. Narration usually contains characters, a setting, a conflict, and a
resolution.

FOCUS QUESTIONS: What happened? When did it happen? Where did it happen?

GENERIC STRUCTURE:

I. Introduction (Orientation): It is about the opening paragraph where the characters of the story are introduced. (person,

time, and place)

II. Body (Complication): where the problems in the story developed.

IIII. (Resolution): where the problems in the story is solved.

LANGUAGE FEATURES:

 Uses action words: Climbed, Turned, Brought, etc.

 Uses specific noun as pronoun of person, animal in the story. Example: The king, the queen, etc.
 Uses adjectives in noun phrases. Example: Long black hair, two red apples, etc.
  Uses time connectives and Conjunctions to arrange the events. Examples: Then, before, after, soon, etc.
 Uses adverbs and adverbial phrase to show the location of events. Examples: Here, in the mountain, ever after,
quickly ran, soundly sleep etc.
 Uses dialogue to elicit an emotional response from the reader.
 Using Past Tense
 Using of variety of simple, compound and complex sentences
 Uses SENSORY LANGUAGE/ DETAILS
The language through which the writers incorporate the five senses in their writing.
Enabling these senses of a reader will help the writers in making their creations more appealing, lively as well as
easy to understand.

Examples:
deep blue of the ocean
the howling of the wind and branches creaking
salty beach air
his eyes are cold, hard, and sexy as hell, seven shades of sin in one enticing look
tall, frosted glass of sweet yet bitter lemonade

NOTE: Uses chronological order, spatial order, climactic order

SIGNAL WORDS:
First the following day in 2002 suddenly
Then afterwards a few steps behind eventually
Finally as soon as just to the right
once upon a time one afternoon Before

CONTENTS:

 Series of events
 Conflict
 Specific participants (characters)
 Setting (time and places)
 Actions
 Emotions

PURPOSE:
 To amuse or to entertain the reader
 To share wisdom among readers

II. DESCRIPTION

 A piece of writing that illustrates something or someone in a way that readers can see, feel, or hear whatever it is
being talked about.
 Portrays people, places, or things with vivid details/attributes/features to help the reader create a mental picture
of what is being described.
  A descriptive composition may feature people, places, objects, events/ festivals/ ceremonies

FOCUS QUESTIONS: What does it look like? What are its characteristics?
GENERIC STRUCTURE:

I. Introduction (Identification)
 The writer specifies the subject he intends to describe
 Mentions thesis statement and establishes the purpose
 May begin with a general statement followed by more specific statements related to the purpose
 Writer gives brief information/ background about the subject he intends to describe
 States reason for choosing to write about it (What it is famous for, what makes it special etc.)
II. Body (Description)
 Writer presents both general and specific details about the
a. Person (physical appearance, personality, mannerisms, and details of the person’s life and lifestyle)
b. Place/ building (from general to specific ones) may include factual information such as age, size, color,
materials
 Each aspect of the description should be presented in a separate paragraph beginning with a clear topic
sentence
III. Conclusion
 Writer gives comment on why the person or place is of interest
 Writer may also express his feelings concerning the subject or give a recommendation

LANGUAGE FEATURES:
 Uses descriptive vocabulary (strong-willed, outgoing, well-built man) (exquisite, exclusive, towering)
 May also use narrative and comparison technique to make writing more interesting
 Uses present tense when featuring a person, object, or place; past tense when describing a person known in the
past or a visit to a place
 Uses present tense in stating facts about the subject (origin, height, size, name)
 First and second conditionals (will/ would) can be used when describing ideal person or place

SIGNAL WORDS:
is a characteristic of to illustrate Another such as looks like
for example is a feature of in fact in addition it resembles
most important Also for instance such as it has
to begin with Furthermore

NOTE: Uses spatial order

CONTENTS:
 Qualities/ quantities/ characteristics of a subject
 Physical appearance, personality
 Details of a person’s life and lifestyle (hobbies, interests)
 Landscapes, buildings, landmarks etc.
  Sights to see, place to go, things to do
 Age, size, color, materials

PURPOSE:
 To describe and reveal a particular person/ place/ object/ event

III. DEFINITION

 A piece of writing that gives the reader detailed statements of the meaning of a term or idea.
 This type of writing goes beyond just a dictionary definition of a word which is usually done in just one sentence.
A definition text, however, needs to be several paragraphs.
 A definition text is research grounded. It includes examples, relevant evidence, details, personal experience,
description, comparison, causes, effects, analysis, etc.
 This text focuses on a general topic rather than a specific topic, complex rather than simple subject.
 Often used to define abstract ideas.

FOCUS QUESTIONS: What is it? How does it resemble other members of its class? How does it differ from other members of
its class? What are its limits?
Varieties of Definition

Formal/ Intended – a short definition that states the meaning of a word in one or two sentences (dictionary definition)
This type is used for explaining key/ technical words that might be unfamiliar to the reader (sexism),
or for giving a particular meaning to a general term (“Sexism pertains to prejudice towards a gender
for any reason.”)

Extended - lengthy definition of words referring to complicated idea, thing, or phenomenon

Defining the word may be the subject of the entire text (What is sexism?)
Definition used for:
1. exploring abstract concepts that might mean different things to different people (love)
2. explaining technical term or theoretical terms that are complex (sexism)
3. clarifying the way in which a word has changed in meaning over the years (gay)

GENERIC STRUCTURE:

I. Introduction (Identification)
 the writer specifies the subject he intends to define
 the paragraph begins with an attention grabber (hook) that makes the reader curious and want to read
more
 provides background details that the reader will need to understand about the subject to be defined in the
body paragraphs
 states the formal (dictionary) definition and thesis statement to give the text a starting point
II. Body (Definition)
 each paragraph deals with a different aspect of defining the term
 Any combination of these types of definition can help clarify meaning of the subject

Note: Each paragraph must begin with a topic sentence:

ANALYSIS Divide the subject into parts and define each part separately.
CLASSIFICATION According to dictionary definitions, what classes does the subject belong to?
COMPARISON The unfamiliar may be defined by showing its likeness to the familiar or its difference from
it
DETAILS What are the physical characteristics, traditional thoughts, and other distinguishing
attributes that describe the subject of the paper?
EXAMPLES & INCIDENTS Narrate illustrations that can clarify a group, theory, or object.
NEGATION Mention what it is not in order to clear the ground for what it is.
ORIGINS & CAUSES Where did the subject come from? What is the background information? What is the history
of the subject?
RESULTS, EFFECTS & USES Discuss the consequences and uses of the subject.
PROCESS ANALYSIS Explain how it works or functions.

III. CONCLUSION
 Reiterates the main points stated in each body paragraph
 States the summary (draw points together without introducing anything new)
 Expresses writer’s impressions/ comments on the topic

LANGUAGE FEATURE
 Uses present tense in most statements, past tense in historical background
 Uses technical/not too common vocabularies that may be associated to the subject
 May also use descriptive words to clarify the subject
 Uses language features of other writing patterns

SIGNAL WORDS:
is defined as pertains to Another such as however
as defined to define in fact in addition whereas
Means to illustrate for instance both
refers to furthermore on the other hand unlike

NOTE: Uses TOPICAL order

PURPOSE
 Introduce and explain a concept to readers
 Present a new understanding of a concept
 Analyze a concept from various perspectives
 IV. CLASSIFICATION

 a method of analysis that examines various items and then groups them according to common characteristics
 organizes pieces of information in logical ranked lists or categories (individual groupings are called a class)
 breaks a whole topic into smaller, manageable units
 analyzes the connections between the various parts according to characteristics, function/purpose

FOCUS QUESTIONS: What are some typical cases or examples of it? What are its parts or types? How can its parts or types be
separated or grouped? Do its parts or types fit into a logical order? Into what categories can its parts or types be arranged?
GENERIC STRUCTURE:

I. Introduction (Identification)
 the writer identifies the overall concept to be classified, specifies the subject he intends to analyze
 contains statements telling what situation prompted the text, what readers already know about the
subject, what use they might make of the information the writer will provide (descriptive or informative
details about the subject)
 includes thesis that states the specific established divisions which will then become the topic of each
paragraph, or series of paragraphs
THESIS STATEMENT: there are (number) types of (something/subject) according to (properties)
Computers can be divided into five according to purpose that are used for and their
capabilities
II. Body (Developmental/Classification)
 writer discusses each class/type in every paragraph beginning with a clear topic sentence
 each paragraph contains specific, concrete examples or parts illustrating/representing the
characteristic of the class
III. Conclusion
 Reaffirms the parts of the thesis and the significance
 States the summary (draw points together without introducing anything new)
 Attempts a new understanding of the integral parts
 Expresses writer’s impressions/ comments on the topic

LANGUAGE FEATURES
 Uses present tense in most statements, past tense in historical background
 Uses technical/not too common vocabularies that may be associated to the subject
 May also use descriptive words to clarify the subject
 Uses language features of other writing patterns

SIGNAL WORDS:
Another One kind Can be classified to
Another kind The last category Consists of
Classified as The next group Comprises
First type The last part

NOTE: Uses TOPICAL order

PURPOSE
 Introduce and explain a concept to readers
 Present a new understanding of a concept
 Analyze a concept from various perspectives

V. PROCESS/ PROCEDURE

 A piece of writing that tells how to do or make something or how something works
 Steps are clearly explained in order in which they must be done
 Procedure is described in numbered steps

FOCUS QUESTIONS: How did it happen? What makes it work? How is it made?
GENERIC STRUCTURE:

I. Introduction (Goal)
 Reveals the aim of the text
 Writer provides basic background information (description or definition of the process to be discussed)
 Contains controlling idea giving readers the ideas to expect from the body of the text

II. Body (Process)

 Presents a step/ stage per paragraph with a clear topic sentence
 Each topic sentence is written in imperative tone with active verbs
 Contains materials/ ingredients (example scenarios/ application to life) supporting the topic sentence

III. Conclusion
 Draws the major ideas together (summary)
 States the value of the process (application to life)
 Writer states suggestions/ impressions about the subject

LANGUAGE FEATURES:
 Uses adverbs of sequence/ temporal conjunctions
 Uses command/ imperative sentence
 Contains adverbs of time, place, manner
 Uses active verbs
 Sentences are generally in simple present tense

SIGNAL WORDS:
first, second… before afterwards while subsequently
next gradually lastly during simultaneously
then after finally soon after former
initially following meanwhile previously later
CONTENTS:
 Steps/ stages
 Materials/ ingredients
 Examples/details/ incidents/ evidences
 Writer’s suggestions/ impressions
 Application to life
 Definition/ description of the subject

PURPOSE:
 Informative or entertaining
 Explains to readers in detailed process how something works or how something is done
 Presents details instructions that lead to an expected or planned outcome

VI. COMPARE AND CONTRAST

 A type of academic writing, either as an essay type of its own, or as a part of a larger essay
 It examines how two items are similar, different, or similar in some ways and different in others

FOCUES QUESTIONS: How is it like other things? How is it different from other things?
GENERIC STRUCTURE:
There are two ways to organize comparison and contrast text:
1. BLOCK METHOD
 The body paragraphs are organized according to the objects. The block arrangement discusses one of the objects
in the first body paragraph and the other on the second.
 Relationship (similarities/ differences) between the ideas presented in body paragraph 1 and body paragraph 2 is
made clear through transition words/ sentence.
Ex.
1st Body: APPLE PHONE
1. Features
2. Price
3. Ease of use
nd
2 Body: ANDROID PHONE
1. Features
2. Prices
3. Price

2. POINT BY POINT METHOD

 This structure alternates ideas about the two objects of the text being compared on contrasted.
 Similarities and differences are more obvious as they are placed next to each other.
 This is generally used for longer piece of writing.
Ex.
1st BODY: FEATURES
1. APPLE
2. ANDROID
ND
2 BODY: PRICE
1. APPLE
2. ANDROID
RD
3 BODY: EASE OF USE
1. APPLE
2. ANDROID

LANGUAGE FEATURES:
 Sentences are generally written in simple present tense
 Uses active verbs
 Uses adjectives to clarify the objects of the text

SIGNAL WORDS TO INTRODUCE SIMILARITIES:

Like In the same way In like manner Both The same as
Similar to Likewise At the same time In a similar fashion
Also Again Analogous to Not only, but also
similarly Compared to Rhymes with Just like

SIGNAL WORDS TO INTRODUCE DIFFERENCES:

In contrast Even though Unlike On the other hand
However But While In comparison
Although Conversely Whereas By comparison
yet On difference Different from Differs from

CONTENT:
 Clear thesis statement
 Definition/ description of the objects
 Qualities/ characteristics/ properties of the objects
 Similarities and differences
 Examples, facts, evidences to prove similarities and difference

PURPOSE:
 Examine the similarities and difference of two objects
 Highlight pros and cons of the two subjects
 Often used in advertisement, to highlight a product over another
 VII. CAUSE AND EFFECT

 A type of writing that analyzes why something happens, examines reasons, describes results, or do both
 Shows logical relationship of two major ideas (cause and effect)
 A cause refers to actions or circumstances that lead to a results or consequence
 An effect pertains to the result or consequence

GENERIC STRUCTURE:
Depending on the topic, there may be three patterns of organization:

1. Focus-on-Effects Method – analyzes the ways in which one or more effects results from a particular cause

EATING DISORDER

WATCHING TOO MUCH TV COMMUNICATION PROBLEMS

COMMUNICATION PROBLEMS

2. Focus-on-Causes Method – analyzes the ways in which one or more causes lead to a particular effect

EXHAUST GASES FROM CARS

UNCONTROLLED FACTORY
AIR POLLUTION
GASES

GASES FROM BURNT LOW

QUALITY COAL

3. Causal chain/ Domino – presents the events leading to one another

LANGUAGE FEATURES:
 Uses simple present tense
 Uses conditionals/ modals can, will, shall, may
 May also use descriptive words to clarify ideas
SIGNAL WORDS TO INTRODUCE CAUSE:
The first cause is… Since Causes …is responsible for
Another reason is due to Contributes to Leads to
Because of Owing to Gives rise to Produces
As a result of (cause) Brings about …is the reason for Results in
 SIGNAL WORDS TO INTRODUCE EFFECT:
Is due to As a consequence Hence
Is the effect of Consequently As a results
Occurs as the result Therefore,
of
Results from thus

CONTENTS:
 Definition/ description to clarify main subject/ ideas
 Reasoning
 Examples, facts, statistics, evidences to support cause or effect
PURPOSE:
 Examines the occurrence of a phenomenon
 Analyzes relationships between factors and result

VIII. PERSUASION

 A type of writing that presents and analyzes an issue (main subject) with the writer taking position FOR or AGAINST
 Presents the PROS and CONS of an issue (main subject)
 Is often used in advertisements to get reader to buy a product
 Aims to get the reader to accept a point of view
 Enumerates writer’s opinion backed with facts and examples

FOCUES QUESTIONS: What is the issue? What is your position or opinion? What is the opposing position/opinion? What are
some reasons for your position/opinion? What are some cases or examples that support this?

GENERIC STRUCTURE:
I. Introduction (Identification)
 Begins with a “hook” attention grabbing statement (eg. Strong statement, quotation, anecdote, rhetorical
question, statistic or fact,
 Provides background information about the issue to be argued (clarifies the main subject)
 Contains the THESIS STATEMENT (writer’s clear position on the issue)
1. It shall tell the readers the specific topic on the essay.
2. It imposes manageable limits on the topic (so you don’t wander off topic).
3. It tells readers how the succeeding parts of the text will be organized/ presented
II. Body (Arguments and Facts)
  This part should consist of at least three paragraphs. Each paragraph should state and discuss one of your main
points based on a solid reason to back your thesis statement. (see structure below)

TOPIC SENTENCE (one item, fact, detail that supports and clarifies writer’s position).
Explain topic sentence.
Introduce evidence (eg. According to… As Dr. Fulgencio states… To understand this point, let us look at the recent
statistics…).
State evidence. Explain evidence (how should readers interpret the evidence presented? How does the evidence
prove the point writer is trying to make in this paragraph?)
Conclude the paragraph. The writer ends the paragraph with a concluding sentence that reasserts how the topic
sentence of this paragraph helps the readers better understand and/or prove the main position of the paper.

This structure may apply to the next body paragraphs. Further, the writer may use a combination of the following
ELABORATION TECHNIQUES in presenting facts/ evidences supporting the paragraph’s point:

GENERATE HYPOTHETICAL INSTANCE Used when expressing an argument and when the
writer wants the reader to see a different point of
view. Use signal words (eg. Suppose that, what if, If…
Imagine)
CLARIFY A POINT Emphasize what needs to be explained and what can
be assumed.
THINK THROUGH A PROCESS Writer makes the readers visualize the point he’s
trying to make by making them go through a
procedure. Use signal words (eg. First, next, then,
lastly)
DRAW COMPARISONS Writer gives an analogy, presents something similar
to what is being explained.
MAKE AN ANALYSIS Writer guides the readers through seeing the issue
or problem by looking at the parts, elements, factors.

III. CONCLUSION
 Writer summarizes the most important details of the argument and stating once again what the readers are to
believe or do.
1. Restates thesis of focus statement
2. Summarizes the main points. Allows the readers the recall the main points of the position. Main points of the
writer’s arguments may be paraphrased.
3. Writer expresses personal comment or call for action. Any or a combination of the following techniques may be
used:
 GIVE PREDICTION The conclusion may suggest or predict what results
may or may not be in the situation discusses in the
argument.
STATE A QUESTION Closing with a question lets the readers make their own
prediction, draw their own conclusions.
GIVE RECOMMENDATIONS Writer suggests/ emphasizes action or remedies that
should be taken.
STATE A QUOTATION A quoted expression may summarize, predict, question
or call for action. This may be used for nearly any kind
of paper.

LANGUAGE FEAURES:
 Generally states sentences in simple present tense (expressing facts)
 Uses conditionals will, shall, can, may.
 States rhetorical questions (questions that do not necessarily ask for answers, used to make a point or state the
obvious, predict the future, call for action)
 Uses the following tone (over-all feeling of the text)
1. logical – rational, reasonable, analytical
2. neutral – impartial, balanced, objective, unbiased
3. informed – knowledgeable, well-read
4. passionate – emotional, emotive
5. witty – humorous, lighthearted, satirical
 Uses adjective and adverbs to clarify an idea
 Contains clichés (overused expressions)
 Uses connotations (not literal meaning)
 Emotive words (use of words that evoke emotions from the readers)
 Inclusive language (I and we)
CONTENTS:
 Interesting/ controversial issues
 Writer’s major argument
 Series of arguments
 Counter/ opposing arguments
 Facts, evidences, examples, statistics, research
PURPOSE:
 Present and discuss an issue in a logical, analytical, and evaluative manner
 Attempts to convince readers to adopt the writer’s point of view on an issue
 Writer suggests actions/ solutions to an issue/ problem
 Present to faces of an issue with logical arguments
References:
https://boomessays.com/blog/how-write-definition-essay
https://handmadewriting.com/blog/guides/definition-essay-outline/
http://www.spot.pcc.edu~dramirez/262Writing8/Handouts/Handbook_DefinitionEssay.pdf
http://englishiva1011.pbworks.com/f/The+Definition+Essay.pdfhttp://www.buowl.boun.edu.tr/students/types%20of%20es
says/DEFINITION%20ESSAY.pdf
http://www.buowl.boun.edu.tr/students/types%20of%20essays/CLASSIFICATION%20ESSAY.pdf
http://www.tcc.edu/uploads/pdf/writing-center-handouts/essay-types-classification-division-guidelines.pdf
https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/657/Classification%20Essay.pdf
http://www.spot.pcc.edu/~dramirez/262Writing8/Handouts/ExcerptHandbookClassification.pdf
https://ngl.cengage.com/assets/downloads/greatwi_pro0000000335/gw5_unit6.pdf
https://he.kendallhunt.com/sites/default/files/uploadedFiles/Kendall_Hunt/Content/Higher_Education/Uploads/Stewart
_Alexander_Read_Write_1e_Ch9.pdf
https://www.lindenwood.edu/files/resources/essayinstructor.pdf
http://www.buowl.boun.edu.tr/students/types%20of%20essays/CAUSE%20AND%20EFFECT%20ESSAY.pdf
https://ngl.cengage.com/assets/downloads/greatwi_pro0000000335/gw5_unit6.pdf
https://studentsuccess.asu.edu/sites/default/files/Persuasive%20Essay%20Structure.pdf
https://www.uges.k12.wi.us/site/handlers/filedownload.ashx?moduleinstanceid=114&dataid=329&FileName=Persuasive%2
0Essay%20Handout1.pdf
https://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf
https://www.eapfoundation.com/writing/essays/candc/
http://writing.itu.edu.tr/cc1.pdf
https://smu.ca/webfiles/ComparisonandContrast.pdf
Sandagan, L. (2016). Reading and Writing Skills. Manila, Philippines: JFS Publishing Services
Tiongson, M. et al. (2017). Reading and Writing Skills, Sampaloc, Manila. REX Book Store Inc.