WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

SHS- READING AND GRADE

11
WRITING SKILLS

WEEK 3
LEARNING
MODULE QUARTER 2

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 0

 MODULE IN
READING AND WRITING

QUARTER 3
WEEK 2

Patterns of Development in Writing

Development Team
Writer: Rowyn D. Santos
Editor: Anna Liza A. Arreola
Reviewer: Adelyn C. Domingo
Illustrator: Wynnelord Rainier E. Tibay
Layout Artist: Wynnelord Rainier E. Tibay
Management Team: Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Adelyn C. Domingo

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 1

 What I Need to Know

Most Essential Learning Competency:

Compare and contrast patterns of written texts across disciplines

(EN 11/12 RWS-IIbf3)

Objectives

In your journey through the discussions and different tasks, you are expected to:

1. Understand the different patterns of development in writing.

A. Narration
B. Description
C. Definition

2. Distinguish between and among the patterns of development in writing.

3. Critique a chosen sample of each pattern of development focusing on
information selection, organization, and development.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 2

 What I Know

Pre-Test
Multiple Choice. Write the letter of the best answer. Use a separate sheet of paper
for your answers.

1. It is the use of words to exchange thoughts and ideas in an orderly and organized
manner.
a. discourse b. speech
c. text d. writing

2. Which pattern of development presents the similarities of two or more persons,

things, places, situations, events, or ideas?
a. classification b. comparison
c. narration d. exemplification

3. Which of the following types of paragraphs intends to convince readers to do or

believe in something?
a. descriptive b. expository
c. narrative d. persuasive

4. Which of the following is the best example of a persuasive essay?

a. an article about a famous environmentalist
b. an article about the effects of global warming
c. an article asking people to increase their recycling efforts
d. an article describing a community cleanup event

5.If you were writing an essay to persuade people to visit your school’s Web site, it
would be most important to include –
a. a list of all the people who worked on creating the Web site
b. a story describing the creation of the Web site
c. facts and opinions about the benefits of visiting the school’s Web site
d. some examples of other places where the same information can be found

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 3

 Lesson Patterns of Development
in Writing Across
1
Disciplines
The logical arrangement of ideas is known as the pattern of development. The
pattern of helps you follow ideas easily and understand a text better. Having the ability
to recognize it will help you to distinguish major details from minor ones and predict
ideas. There are different patterns by which ideas are developed. They are description,
narration, definition, problem solution, classification, persuasion, cause and effect and
comparison and contrast which you will learn in this module and in the next modules.

What’s In
In the previous lesson, you have learned how to distinguish between and
among techniques in selecting and organizing information.
Warm Up: Check the column that determines how often you practice what the following
statements say.

Usually Sometimes Seldom Never

( 3) (2) ( 1) (0)
1. I identify the patterns used to develop
ideas in the text I read.
2. I use signal words as a clue to identify
the pattern used in the text.
3. To understand a text better, I use an
appropriate graphic organizer in
arranging its details.
4. I use the topic/main idea as a guide
in recognizing the pattern of
development.
5. I adjust my note taking strategies to
the pattern used in the text.

Total
/15
Grand total
• The interpretation of your scores can be found in answer key page.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 4

 What’s New

The logical arrangement of ideas is known as the pattern of development. It helps you
to follow ideas easily and understand a text better. Having the ability to recognize it will help
you distinguish major details from minor ones and predict ideas. Traditionally, writing
paragraphs has been divided into four:

1. Exposition: Uses the logical order. In expository writing, the writer aims to explain,
to inform, or to disseminate information. Examples of expository writings are
paragraphs developed by example, cause and effect, comparison, analogy,
definition, and classification.
2. Narration: Tells or recounts in in time sequence what happened to someone or
to something which may be fictional or true. It uses time or chronological.
3. Description: Provides details that form an image or a mental picture of a person,
place, object, or concept. It uses the space order (spatial).
4. Persuasion: Seeks to convince the reader to change his mind or stand regarding
a controversial issue or a differing opinion. It presents arguments and offers
evidence. It uses the logical order. (Padilla, 2017)

But then, in this module you will focus on learning how to develop narration,
description and definition paragraph patterns.

What is It

Here are the different patterns of development in writing.

A. Narration, from the root word narrates, originated from the Latin word narrare—
which means related or told.

• It gives a written account of an event or story, or simply, storytelling. The

sequence of events is told in chronological order.
• It usually contains the following: the who, what and when.
• A narrative must have “vivid” description of details, a consistent point of view
and verb tense, and a well-defined point or significance.” (Tiongson, 2016).
• At the end of writing it, it must send a clear message to its readers through the
story.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 5

 A narrative paragraph simply tells what happened and establishes facts. It is
sharing of personal experiences that offer lessons and insights. It is more than just
a chronological sequence of events that happen to the different characters. It also
contains elements of drama and tension.

Further, narration is the most common type of paragraph development. It has

the following elements:
1. Setting. It is the time and location in which a story takes place.
2. Characters. The life-giving element of the story.
3. Plot. It is the logical series of events in the story.
The five essential parts of the plot are:
a. Exposition. It is the part of the story where the characters and the
setting are revealed.
b. Rising Action. It is where the events in the story become complicated
and the conflict in the story is exposed.
c. Climax. This is the highest point of interest and the turning point of
the story.
d. Falling Action. The events and complications begin to resolve
themselves.
e. Denouement. The final resolution of the plot in the story.
4. Point of View. It is the perspective of the writer in narrating the story.
a. First person point of view. The story is told by the protagonist or one
of the characters using pronouns I, me, we.
b. Second person point of view. The author tells the story in second
point of view using the pronouns you, yours, and you.
c. Third person point of view. The narrator is not part of the story but
describes the events that happen. The writer uses the pronouns he,
she, him, and her.
A simple narrative composition is called anecdote. It is characterized as a short,
interesting and amusing. It is generally of human interest. It tells of simple day-to-day
occurrences in human life that can entertain and give moral lessons as well. The
special features of the plot, climax, and denouement are not very well played up in the
anecdote since it is short and simple.
Some signal words used in narratives denote time: then, now, after, later, soon,
until, eventually, meanwhile, at the same time, while and soon. (Padilla, 2017)
Methods of Plot Development
1. Chronological. The most traditional and most common writing story structure and
called linear structure.
2. Reverse Chronological. It is the opposite of chronological narrative, is when the
scenes follow the reverse of chronological order. That is, the story starts at the
end and goes backwards, telling the story in reverse order.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 6

 3. Breaking the Fourth Wall. The narrator or specific characters (rarely all characters)
can address the reader or viewer directly, sometimes referring to them as “dear
reader.” The origin of this device is theater, the fourth wall referring to an imaginary
wall between the audience and the actors. By “breaking” the fourth wall, the actors
speak directly to the audience.
4. Epistolic or Diary. Taking the idea of breaking the fourth wall further, the epistolic
narrative device (epistolic, as in a letter) or diary narrative device allows the
narrator to address the reader directly through a letter or diary format.
5. Framing Story is a narrative device in which there is another story within the story
that is somehow related. This is device has been used by some of the best writers
in history.
6. Flashback. Flashback is a device that moves an audience from the present
moment in a chronological narrative to a scene in the past. Often, flashbacks are
abrupt interjections that further explain a story or character with background
information and memories.
7. Medias Res. It is a Latin phrase meaning “in the midst of things”, and a work that
starts out in medias res kicks off somewhere in the middle of the plot. It means
narrating a story from the middle after supposing that the audiences are aware of
past events.
8. Stream of consciousness is a narrative device and literary style in which the
narrative is within the first-person narrator’s consciousness. The reader is placed
inside the thoughts and perceptions of the main character. (Bunting, 2019)

Example:

I entered college at 17 and began taking classes with some 20 and 25

years old students. Such an age difference made me feel much luckier than
these older people. What were they doing in a freshman class, anyway!
Compared to them, I had unlimited time to succeed- or so I thought. Soon
after my eighteenth birthday, the horrid piece of lung tissue I coughed into the
sink gave a whole new meaning to my notion of “youth.” Five years of inhaling
hot smoke, carbon monoxide, nicotine, and tobacco pesticides had finally
produced enough coughing and sickness to terrify me. ”Oh, my God , I’m
going to die young; I’m going to die before all those 25 year- old. For years, I
had heard my mother tell me that I was committing suicide on the installment
plan. Now I seemed to be running out of installments. (Abelos 2010)

By letting the story make the point, the writer’s narrative seems far more
persuasive than the usual sermons that begin with something like, “Smoking is
dangerous to your health”. The viewpoint in a narrative might be expressed as a topic
or topic sentence at the beginning or end of the story.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 7

B. Description gives information of what a person, an object, a place or a situation is
like.
• It appeals to the reader’s senses.
• Descriptive paragraph has concrete and specific details which are carefully
chosen by a writer to paint a picture in the mind of the reader.

Descriptive writing emphasizes a reader’s ability to paint vivid pictures using

words on a reader’s mind. This relies on the writer’s ability to appeal to his/her five
senses: the sight, smell, touch, taste, and hearing.

To rouse feelings, emotions and reactions from the readers is what descriptive
paragraphs aim for. Simple adjectives will not simply cut it for readers desiring for
appropriate description of an event, thing, place or person.

According to Dangdang (2010), there are two types of description: objective

and subjective. Objective description is a factual description of the topic at hand. This
relies its information on physical aspects and appeals to those who crave for facts.
Meanwhile, subjective description allows the writer to explore ways to describe an
emotion, an event, a thing, a place or person, appealing to emotions. Often, this is an
artistic way of describing things, mostly from the eye and perspective of the writer.

Here is a word bank of sensory words to refer to when you want to add
descriptive details to your paragraphs:
SIGHT SOUND SMELL TOUCH TASTE
sparkling yelp musty sticky spicy
gloomy shriek rotten grainy sweet
glossy whisper fragrant smooth sour
bright hiss fresh satiny bitter
dazzling screech pungent pointy bland
cloudy chortle fruity clammy creamy
blurred sneeze stinky furry delectable

Signal words that are most used denote location or direction: to the left, from
near to far, to the right, from far to near, from the top to the bottom, across,
nearby/adjacent, and so on.
Read this paragraph from Maya Angelou’s I know Why the Caged Bird Sings.
Angelou doesn’t simply describe her subjects’ appearance; she uses description to
explain their characters. She also uses it to reveal her emotional reaction to their
behavior.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 8

 One summer morning, after I had swept the dirt yard of leaves, spearmint-
gum wrappers, and Vienna-sausage labels, I raked the yellow-red dirt and made
half-moons carefully, so that the design stood out clearly and masklike. I put the
rake behind the Store and came through the back of the house to find Grandmother
on the front porch in her big, wide white apron. The apron was so stiff by virtue of
the starch that it could have stood alone. Momma was admiring the yard, so I joined
her. It truly looked like a flat redhead that had been raked with a big-toothed comb.
Momma didn’t say anything, but I knew she liked it. She looked over toward the
school principal’s house and to the right at Mr. McElroy’s. She was hoping one of
those community pillars would see the design before the day’s business wiped it out.
Then she looked upward to the school. My head had swung with hers, so at just
about the same time we saw a troop of the powhitetrash kids marching over the hill
and down by the side of the school.
The dirt of the girls’ cotton dresses continued on their legs, feet, arms, and
faces to make them all of a piece. Their greasy uncoloured hair hung down,
uncombed, with a grim finality. I knelt to see them better, to remember them for all
time. The tears that had slipped down my dress left unsurprising dark spots and
made the front yard blurry and even more unreal. The world had taken a deep breath
and was having doubts about continuing the resolve.
(Source: http://franklycurious.com)

Grow (1999) emphasized that successful descriptions record a series of

detailed observation. It is not about what the writer sees but what the readers need to
see in order to imagine the scene, the person or the subject. He further suggested the
use of sensory language, to go light on adjectives and adverbs and to look for ways to
describe actions (Dayagbil, 2017).

C. Definition explains a concept, term or subject. Its main purpose is to tell what
something is.
• It consists of three parts: (1) the term, concept or subject to be defined; (2) the
general class to which it belongs; and (3) the characteristics that differentiate it
from the other members of its class.
• A definition explains what a term means. When you want your readers to know
exactly how you are using a certain term or an unfamiliar concept, you use
definition.

Moreover, definition is the main constituent of any dictionary. In developing a

paragraph by definition, you should take account of these things:
a) the term to be defined;
b) the class to which the term belongs; and
c) the characteristics that distinguish the term from the other members of
its class.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 9

Take a look at this example of a definition:
An owl is a bird with a large head, strong talons and has a nocturnal habit.
Owl – is the term to defined
Bird – is the class where the owl belongs
with a large head, strong talons and has a nocturnal habit – are the characteristics that
distinguish the owl from the other birds.

The following are the different types of definitions:

1. Formal Definition. The definitions provided in dictionaries.
2. Informal Definitions. The three common informal definitions are operational
definitions, synonyms, and connotations.
a. Operational Definition gives the meaning of an abstract word for one
particular time and place.
b. Synonyms or words that mean the same as another word.
c. Denotation is the exact meaning of the word
d. Connotation is an idea or meaning suggested by or associated with a word
or things.
3. Definition Paragraph. It is a definition sentence which is extended into a
paragraph by adding meanings, descriptions, narrations, and other kinds of
paragraph development to make clear the term being defined.

Example:
The question of the age, we like to think, is one of survival, and that is true, but
not in the way we ordinarily mean it. The survival we ordinarily mean is a narrow and
nervous one, simply the continuation in their present forms, of the isolated lives we
lead. But there is the little doubt that most of us will survive as we are, for we are
clearly prepared to accept whatever is necessary to do so: the deaths of millions of
others, war waged in our name, a police state at home. Like the Germans who
accepted the Fascists , or the French citizens who collaborated with the Germans,
we, too will be able to carry one “business as usual ,”just as we do now .Our actual
crisis of survival lies elsewhere , in the moral realm so we carefully ignore, for it is
there that our lives are at stake(Peter Martin, 2019)

To develop an idea helps to clarify and explain concepts by answering the

question “What does it mean?” This pattern explains the information through the use
of illustrations, examples and descriptions.

A definition can be developed in a number of ways. The method(s) you choose

should be determined by the term you are defining. Below are some common methods
of definition. (http://srjwritingcenetr.com)

1. By characteristics or feature. Scientific definitions typically rely on this type

of definition. Physical features as well as behaviors (as an animal or cell
behavior) may be part of this type of definition.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 10

 2. By function. How something works, or what it does can be an important part
of definition.
3. By what it is not. Ironically, we can get a pretty good sense of what something
is like by learning what it is not, or what it is lacking.
4. By what it is similar to. Comparison and analogy help us understand things
that are unfamiliar to us.
5. By example. Giving examples illustrating the term means can be highly
effective.
6. By its origins. Providing a history of what a term has meant can help us
understand its current meaning. For example, the slang term “wimp” comes
from the term “wimple”, which refers to a headscarf women wore in the
medieval Europe. Exploring the evolution of the term could yield interesting
insight into the connotations of the contemporary term.
7. By its effect. Discussing what effects the subject produces is important with
certain subjects or in certain contexts. For example, in an essay on global
warming, a definition of CO2 emissions emphasizing the consequences of
these emissions to the environment is important.

In a definition paragraph (or essay), the writer’s goal is to help the reader
understand new concepts or terms, or to come to new understanding of terms they
may be familiar with (Dayagbil, 2016).

What’s More

Read the story “Not Necessary News from The Beat” and answer the
comprehension questions that follow.

Palace liaison in Congress Jesus Ayala has an incident to share with friends,
after meeting a world-renowned missionary, Mother Teresa of Calcutta, India last
week. When Mother Teresa, dubbed a “living saint “in religious circles, paid a courtesy
call on President Aquino at the Malacañang Premier Guest House Thursday
afternoon last week, Chito was one among the palace staff members who eagerly lived
up to have a glimpsed of the 79-year-old nun. It was a blessing that Chito even had
the chance to kiss Mother Teresa’s hands. And, on bended knees, Chito publicly
confessed. “Bless me, Mother Teresa for I have many sins, “he whispered to her.
(Reprinted from: Philippine Daily Inquirer “Not Necessary from the Beat”).

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 11

COMPREHENSION QUESTIONS
1. Who is the main character of the story?
A. Jesus Ayala C. President Aquino
B. Mother Teresa D. Palace Sta
2. Where is the setting of the narrated story?
A. Malacañang Guest House C. Office
B. Garden D. Sala
3. Who is the world –renowned missionary?
A. Chito Ayala C. Sta. Rita
B. Mother Teresa D. Pres. Aquino
4. Where is the setting of the narrated story?
A. Spain C. Philippines
B. Calcutta, India D. Malaysia
5. Who is the president mentioned in the story?
A. Pres. Joseph Estrada C. Pres. Corazon Aquino
B. Pres. Gloria Arroyo D. Pres. Rodrigo Duterte

What I Have Learned

Wrap Up
In this lesson, you learned the nature and purposes of narration, description and
definition as a rhetorical pattern. Make sure to remember the following key points
discussed in this lesson.
Narration can be objective or subjective; it means telling a real fictional story or
account. It follows a chronological order which means you must take into account all the
time the correct sequence of events.
Description creates a mental image of a thing, a person or character, or an event.
It utilizes sensory details to form images into your reader’s mind. It is a pattern of
development used when a writer aims to convey the readers the physical characteristics
of a person, place, or thing.
Definition is best backed up by explanation and examples. Explanation must be
concise yet substantial.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 12

 What I Can Do

PERFORMANCE PRODUCT (Differentiated Products):

SITUATION: The members of the editorial board are looking for aspiring writers
particularly those who are fit for the position of a fictionist, feature writer, and a
contributor. To pass on the elimination, the aspiring writers need to produce either
narrative, descriptive or definition essay, based on the position that they are
aspiring for.
GOAL: Your task is to produce either a narrative, descriptive or definition essay
based on the given topics in the product choices.
ROLE: You are an aspiring fictionist, feature writer or a contributor of your
school publication.
PRODUCT CHOICES:

For Aspiring Fictionist: The learners are expected to create a narrative essay
that tells a about their weirdest dream.

For Aspiring Feature Writer: The learners are expected to construct a descriptive
essay that highlights describe their favorite movie.

For Aspiring Contributor: The learners are expected to write a definition essay
that focuses on defining COVID-19.

AUDIENCE: Your article/output will be presented and checked by the editorial

board.
STANDARDS: Your output will be evaluated in terms of content, organization of
words, mechanics, and impact.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 13

PERFORMANCE PRODUCT RUBRIC
4 3 2 1
CRITERIA OUTSTANDING SATISFACTOR DEVELOPING BEGIN
Y NING
The work The work The work was not The work is
CONTENT excellently clearly followed able to follow the unclear, and the
followed the the prescribed prescribed number relative absence
prescribed number of of words and has of independent
number of words words and has no command of thought is
and has an a satisfactory the subject matter. obvious.
excellent command of the There is a relative Supporting
command of the subject matter absence of details and
subject matter with an independent information are
with an evidence evidence of thought. Details irrelevant, and
of independent independent are inconsistent key points are
thought. Provides thought. and key points are unsupported.
quality details and Provides quality unsupported.
information about details and
the speakers and information
key points are about the
supported. speakers and
key points are a
bit supported.

The words are The There are some The organization

ORGANIZATION
OF WORDS
clear and well- organization of significant lapses is poor, and
organized. words is well- in the organization. hard-to-follow
Introduction is crafted. Introduction does There is no clear
catchy, and the Introduction is not adequately introduction of
details are in clear and preview the the main topic or
logical order and particularly structure, nor it is structure of the
were presented in inviting to the particularly paper. It does
a very interesting reader. Details inviting. Some not have a clear
manner. are interesting details are not in conclusion.
Conclusion is and in logical logical order which
strong and states order. is somewhat
the point of the Conclusion is distracting.
paper. recognizable Conclusion is
and ties up recognizable but
almost all loose does not tie up all
ends. loose ends.

There is an Satisfactorily Occasional errors Frequent errors

MECHANICS excellent use of met the criteria in spelling, of spelling,
the language. No for spelling, punctuation, punctuation,
errors in spelling, punctuation, capitalization, capitalization,
punctuation, capitalization, sentence structure sentence
capitalization, sentence and grammar, but structure and
sentence structure structure and meaning is not grammar;
and grammar. grammar. obscured. meaning
confused or
obscured.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 14

 IMPACT The work left a The work left a The work partly left The work lacks
significant quite significant a significant the elements that
influence on the influence on influence on the satisfy the
audience and their the audience audience and their audience’s thirst
thirst for and their thirst crave for for information.
information was for information information was a They were left
totally satisfied. was somewhat bit satisfied. unsatisfied.
satisfied.

Additional Activity

Let Your Creative Juices Work

Here’s a picture of a
closed door. First,
describe what you see
outside the door.
Why do you think is it
closed? Describe what
might be behind the
door.
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________ https://thinkwritten.com/365-creative-writing-prompts/
_______________________
Find Me: Underline the signal word(s) that indicate definition. Then, note down the
important details in the text.
_____________
Social engineering is defined as any method which tricks people to share
personal information through technology. The “social” component in this scheme
means that there is reliance on various psychological tricks and on the gullibility of
users rather than technical hacking. Social engineering also refers to various
malicious acts online. , such as phishing, spamming, and pretexting.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 15

 References

Anamaria Rosario, Braceros, Esther, and Visconti, Camilla. Enhancing reading and
thinking skills for academic study. Manila: University of St. Tomas Publishing House
2011.

Angelou, Maya. n.d. “‘When I Lay My Burden Down’ from I Know Why the Caged Bird
Sings.” Accessed March 28, 2021.
https://www.troup.org/userfiles/929/My%20Files/ELA/HS%20ELA/9th%20ELA/Unit
%203/When_I_Lay_My_Burden_Down%20edited.pdf?id=13044.

Barret Jessie S. Academic Reading and Writing for SHS

Bunting, Joe. 2019. “What Is a Narrative Device: 9 Types of Narrative Devices.” The Write
Practice. December 30, 2019. https://thewritepractice.com/narrative-devices/

Dela Rosa, Rolando. Words in We Become What We Love. (Manila: University of Santo
Tomas Publishing House, 2015)4.

Hernandez PJ, Ester on Jerica J. 2017 A Reading Writing Textbook for SHS

https://thinkwritten.com/365-creative-writing-prompts/
http://www.greenpeace.org/eastasia/publication/reports/climate-

energy/2013/health-impacts-coal-power/

http://www.majortest.com/sat/reading-comprehension-test05

http://www.majortest.com/sat/reading-comprehension-test06

We health impacts of coal power plants located in Beijing, Tianjin and Hebei. “Last
modified October 23, 2013. Accessed July 10, 2019.

WBLS-OBE MELC-Aligned Self-Learning Module Reading & Writing 16

17 Reading & Writing Self-Learning Module MELC-Aligned WBLS-OBE
What I Know
1. A
2. B
3. D
4. C
5. C
What’s In
Score: Level of Proficiency
14-15 Advanced
13 Proficient
12 Approaching Proficiency
11 Developing Proficiency
10 & below Beginning Proficiency
What’s More
1. A
2. A
3. D
4. A
5. C
What I Can Do: Outputs vary
Answer Key
18 Reading & Writing Self-Learning Module MELC-Aligned WBLS-OBE
Assessment :
1. b
2. d
3. c
4. e
5. i
6. h
7. g
8. a
9. f
Additional Activity
Let Your Creative Juices Work: Outputs vary
Find Me:
Definition Signals - defined as, means, refers
Details of the Text:
Social engineering
• any method which tricks people to share personal information through
technology;
• various malicious acts online, such as phishing, spamming, and
pretexting.
“social” component - reliance on various psychological tricks and on the
gullibility of users rather than technical hacking.
 For inquiries or feedback, please write or call:

Department of Education-Schools Division of Laoag City

Curriculum Implementation Division (CID)

Brgy. 23 San Matias, Laoag City 2900

Contact Number: (077)771-3678

Email Address: [email protected]