Reading and Writing

Skills
Quarter 3 – Module 1:
Patterns of Development in
Writing across Disciplines
Reading and Writing
Alternative Delivery Mode
Quarter 3 – Module 1: Patterns of Written Texts across the Disciplines
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Faye Maida Llagas, Rosalina C. Castañeda, Charisel Jeanne H. Casala, Ana Rose I. Colarina,
Maria Monica M. Angeles, Emerson T. Armero, Romel S. Ladislao
Editors: Shiela Niña L. Rea-Santes, Orven Francis G. De Pedro, Desiree D. Vista, Jayson B. Agarin
Reviewers: Rex D. Bibal, Susana J. Sacatrapos, Loui Grace G. Margallo, Laila R. Maloles, Jonathan H.
Marquez, Jhonathan S. Cadavido
Illustrators: Rhodora B. Crisologo, Jayson K. Latade
Layout Artist: Victoria P. Gabiano, Mark Joseph O. Torres
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan,
Daisy Z. Miranda, Doris DJ. Estalilla
Buddy Chester M. Repia, Elvira B. Catangay
Vincent Emmanuel L. Ilagan, Edna F. Hemedez
Henry P. Contemplacion, Jackie Lou A. Almira

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
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E-mail Address: [email protected]

i
Reading and Writing
Skills
Quarter 3 – Module 1:
Patterns of Development in
Writing across Disciplines

ii
Introductory Message
For the facilitator:

Welcome to the Grade 11 Reading and Writing Skills Alternative Delivery Mode (ADM)
Module on Distinguishing between and among Patterns of Development in Writing
across Disciplines!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

Welcome to the Grade 11 Reading and Writing Skills Alternative Delivery Mode (ADM)
Module on Distinguishing between and among Patterns of Development in Writing
across Disciplines!

The hands are one of the greatest assets of the human body. No other beings in the
world has hands that can grasp, hold, move, and manipulate objects like human hands.
Through our hands, we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to

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successfully achieve the relevant and essential competencies and skills at your own
pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

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 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module exposes students on how to develop their writing ability through the use of
the patterns of developing paragraphs. The learner will be able to critique a chosen
sample of each pattern of development focusing on information selection, organization,
and development.

This contains the use of appropriate devices in connecting ideas to identify the pattern
employed in the sample paragraph as well as to develop unified thoughts through
writing.

The module is divided into eight lessons, namely:

• Lesson 1 – Narration

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 • Lesson 2 – Description
• Lesson 3 – Definition
• Lesson 4 – Exemplification/Classification
• Lesson 5 – Comparison and Contrast
• Lesson 6 – Cause and Effect
• Lesson 7 – Problem-Solution Essay
• Lesson 8 – Persuasion

After going through this module, you are expected to:

1. familiarize yourself with the different writing patterns in paragraph development;
2. identify the transitional words and phrases used in the different writing patterns;
3. write a short paragraph using certain writing pattern; and
4. distinguish the uses and the differences of each writing pattern.

What I Know

Choose the letter of the best answer. Write your answers on a separate sheet of paper.

1. If you were to tell a story, which pattern of paragraph development would you use?
A. Description C. Narration
B. Definition D. Problem- Solution
2. Which written text involves sensory images to figure out something?
A. Description C. Narration
B. Definition D. Problem Solution
3. When giving the full meaning of a certain topic, which pattern is applicable?
A. Description C. Narration
B. Definition D. Problem Solution
4. What pattern presents the reasons and possible results of an event?
A. Description C. Narration
B. Cause and Effect D. Problem Solution
5. What pattern shows similarities and differences of two subjects in a paragraph?
A. Comparison and Contrast C. Narration
B. Cause and Effect D. Problem Solution
6. What section mentions an overview of the problem, the why of the problem, and
who should be concerned about the problem.
A. introduction C. middle section
B. conclusion D. exposition

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 7. Which text focuses on presenting points of view and seeks on encouraging its
readers to accept a particular argument or act in a way?
A. Persuasive C. Cause and Effect
B. Problem-solution D. Comparison and Contrast
8. Which pattern of development would best suit a text that aims to discuss the
taxonomy of a group of fossils that were recently discovered by a paleontologist?
A. Comparison and Contrast C. Narration
B. Classification D. Problem Solution

Fill in the blanks with the correct transitional devices. Write the letter of the correct
answer on your answer sheet.

a. So b. Due to c. First d. When

e. Where f. Second g. Lastly h. Similarly

During my younger years of being a diligent worker, I would spend at least 10

hours working in the office and I would even bring home some paper works. Until, one

day, I was brought to the hospital 9. ______________ I experienced more anxieties. My

attending physician told me that I collapsed 10. ______________ stress. 11. __________,

I started to follow my doctor’s advice. 12. ________ to spend at least three times a week

for exercise. 13. Another is to take stock of internal stressors I could control. 14.

_____________ is to use meditation techniques whenever I felt overwhelmed and to make

sure that I got sufficient rest. Lastly, is to take time to do things I enjoy. 15.

_____________, to develop some hobbies during leisure time to divert attention from

stressors and eventually, to establish a more balanced life.

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 Lesson
Narration
1
Developing one’s reading and writing skills is not easy. There are learners who can read
but are not able to express themselves in writing well. You have a lot of ideas in mind
but sometimes you may find it hard to organize these ideas coherently, however, the
good thing is that there are many ways on how you can write effectively.

In this lesson, you will learn one way of developing your paragraph. This is through
Narration.

What’s In

We have learned in our previous lesson that written text as connected discourse is
formed from spontaneous discreteness that predetermined its connectedness. It means
that the text itself does not have meaning and its meaning can be determined by their
connectedness. We also learned techniques in selecting and organizing information by
identifying relevant and irrelevant ideas or information.

After learning these skills in organizing information, you must learn some writing
patterns on how you can develop paragraphs.

What’s New

Read the set of events and rewrite the following details on your answer sheet to create
a coherent story.

1. Finally, the old lady crossed the street safely and Juan was able to reach school
on time.
2. One morning, Juan is in a hurry going to school.
3. Then, he thought of helping the old lady even though he will be late in school.
4. Suddenly, he saw an old lady, carrying a full of basket, crossing the street.

Then, answer the follow-up questions:

1. What words are used to signal the correct sequence of the events?
2. How do you think the ideas were able to relate to one another?
3. What do we call these words?

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 4. How do these words help to create a story?
5. What kind of paragraph were you able to create using the given details?

What is It

Writing a paragraph involves deep understanding of how one can achieve well-focused
and unified ideas in a composition. For example, when students are asked to come up
with a summary of a story, they tend to chop parts of the story and put it in their
summary. If that is so, it leads to create unrelated details that do not contribute in the
oneness and clarity of one’s summary.

It is important to use strategies developing ideas using a particular pattern. One of

these is through narration. A narrative text contains the plot which gives direction in
making a story.

In developing narration, sequential presentation of events plays an important role.

Signal words help to create unified thought and to show the transition of events to the
next. This leads us to focus on the use of the action words in the story. It also helps to
move the story and makes the story interesting.

The chronological ordering of events helps to show the reader how the story moves.
Most of the common transitional words are first, next, then, after and suddenly.
Moreover, it is also important to give specific details in pointing out the direction of the
story.

What’s More

Read the paragraph and answer the following questions on a separate sheet.
Being a transferee is never easy. At first, I was hesitant to come but my mother
told me that I would find new friends in Masayahin Senior High School. I would
never forget the day I first entered this school, I felt so shy and nervous. I did not
know anyone for I was a new Grade 11 student. When I entered my first class
looking for a chair to sit in, a boy sitting beside the window sill asked me, “Are you
new in this school?” and I answered shyly, “Yes.” Then, he offered me the vacant
seat beside him. He was Jasper, an old student in that school. We got along with
each other well in our class. We worked on our assignments and school projects. ,
he slept in our house doing our research work. After a year, we both realized that
in many ways we had a lot of similarities in terms of interests in life. In the end,
we became best of friends.

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 1. Where and when did the story happen?
2. What transitional devices are used to indicate the chronological order of time?
3. What event happened first?
4. What does the paragraph tell?
5. What sequence is presented in the story?

What I Have Learned

Choose the best word/group of words that will complete the statements.

Chronological Ordering Narration Transitional Devices Sequence Plot

1. _________ is a writing pattern that is used to tell story.

2. A narrative text contains the _________ which gives direction in the story.
3. _________are words or phrases that help carry a thought from one sentence to
another, from one idea to another, or from one paragraph to another.
4. Most of the common transitional words to show _________ of events are first, next,
then, after and suddenly.
5. The _________of events helps to show the reader how the story moves.

Additional Activities

In a short paragraph, narrate how something originated in your place/community.

Use the score guide below:

5 points All transitional devices are appropriate; the narration was very clear.
3 points Some transitional devices are appropriate; the narration was clear.
1 point No transitional devices used in the narrative; the narration is unclear.

Notes to the Teacher

You may use different rubric to assess learners’ writing tasks.

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 Lesson

2 Description

In this lesson, you will learn another way of developing your paragraph through giving
description.

What’s In

People love to read and listen to story and the use of appropriate transitional devices in
telling stories are noteworthy. Likewise, you have previously learned that in writing a
narrative, the plot gives direction in making the story. However, it is not only the plot
that will help you to develop your writing skills. The use of description is also important
to help you create a vivid picture of what you are trying to express through written text.

What’s New

On a separate sheet, complete the table by supplying words or phrases that best
describe the given subjects. Use any of your senses to provide appropriate descriptions.
Subject SIGHT HEARING SMELL TASTE TOUCH
Example: long-legged soft voice heavenly silky skin
beauty queen beautiful scent
concert
beachside
adobo

Now, let us answer the following questions.

1. What kind of words is used to describe the given words?
2. How do these words help create a vivid description of the given words?
3. What kind of paragraph can you develop using the given details?

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 What is It

According to Dayagbil & et al, 2016, the use of description plays an important role to
elucidate the nature of people, places and things. A series of detailed observation about
the subject can help you create a good descriptive paragraph. This involves the use of
adjectives and adverbs in the paragraph.

The kind of words we used to describe how your subject looks, sounds, feels, smells or
even tastes like are called sensory languages. It also concerns how you will arrange the
details to provide an image of the scene, the person or the object you are trying to
describe in your text.

There are two types of description. First is objective description, where the writer
presents impartial and actual picture of the subject without biases and excluding
personal impression of the subject just like when you give your description of an
experiment in class. Second is subjective description, where the writer gives personal
impression of what is observed. This is often used in making fiction stories. For
instance, when you are asked to write about a place you visit during summer vacation,
you tend to give your personal judgment of how you experience the place.

What’s More

Read the paragraphs below. Tell whether the description is subjective description or
objective.
1. Sampaloc Lake is an inactive volcanic maar on the island of Luzon, the
Philippines. It is the largest of the Seven Lakes of San Pablo, Laguna. Nearly half
of the lake's depth has a shallow depression at the bottom, indicating its volcanic
origin. It is approximately 104 hectares and 3.5 kilometer boardwalk. The lake
is behind San Pablo City Capitol and at the foot of the Doña Leonila Park.

2. Sampaloc Lake is one of the best tourist spots in San Pablo. It is where you can
bring your friends and loved ones for picnic and bonding. Most of San Pableños
jog around the lake and do ride bicycles not only to have morning good exercise
but also have fresh air. You can witness the beauty of nature for it is surrounded
with mountains.

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 What I Have Learned

Choose the best word or group of words that will complete the statements.

Objective Subjective Description Sensory languages Modifiers

1. ____________ is a writing pattern of developing paragraph using detailed

observation about the subject.
2. ____________ are used in writing descriptive paragraph.
3. ____________ can be in a form of word, phrase or clause.
4. ____________description presents impartial and actual picture of the subjects
without biases.
5. ____________ description gives the personal impression of the writer.

What I Can Do

In a paragraph, describe the picture using your sensory languages.

Here is the score guide:

5 points Appropriate modifiers are used to describe the picture.

3 points Modifiers used do not fit the picture being described.
Inappropriate modifiers are used resulting to failure to provide
1 point
acceptable description.

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 Additional Activities

Create a poem by completing the lines with appropriate modifiers.

NATURE
God made the world ___________.

We see ____________ land and ___________ seas.

It is a _______________ creation.
The love of God is ______________.

Notes to the Teacher

You may use different rubric to assess learners’ writing tasks.

Lesson

3 Definition

In this lesson, we will focus on the three different types of definitions: formal definition,
informal definition, and extended or expanded definition.

What’s In

Previously, you have learned the first two patterns of development: narration and
description. The descriptive text portrays events and brings a scene or object to life
in the imagination of the reader. Meanwhile, a narrative text tells story or events in
chronological order. Now, let’s move on to another pattern which is called definition.

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 What’s New

Read the definition paragraph below then answer the given questions.

An estimated 50 years old, giant Crocodylus

porosus is a saltwater crocodile. It was the
largest crocodile caught alive in Buhawan of
Agusan del Sur. According to residents, it is
known to attack people and had eaten animals.

The biggest crocodile was given the name of

“Lolong” after the name of Ernesto “Lolong”
Goloran, who is one of the veteran hunters from
the Palawan Crocodile and Wildlife Reservation
Center, who led the hunt.

Dr. Adam Britton, an Australian zoologist and crocodile expert, measured Lolong at 6.17
m (20 ft. 3 in). And in June 2012 Lolong was officially certified by the Guinness Book of
World Records as the “world’s largest crocodile in captivity”.

According to the experts of the National Geographic Channel, Lolong breaks the record
of the previous record-holder with a measurement of 5.48 m (18 FT 0 in).

1. What is being defined in this paragraph?

2. Do the supporting points help you understand the definition better? Are there
facts, reasons, examples, and details that make it even clearer?
3. What transition words are used between supporting points?

What is It

Definitions provide concise but exact meanings of unfamiliar words and explain special
meanings for familiar words. They are often used to explain technical words and
concepts. What to define always depends on the needs of the reader and the purpose of
communication. It can be done in either of the two distinct methods of definition.

First, informal definition as either denotation or connotation. Denotation is the

dictionary meaning of the word. For example: Rose is a family of prickly shrub with
pinnate leaves and showy flowers. Meanwhile, connotation is the secondary meaning
of a word and not necessarily included in the dictionary. Rather it is how a writer
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understands a word based on their own personal or consensual experiences. In the
example: A dozen of pink roses is usually given to their beloved ones. Instead of literally
referring to flowers, love and romance are connoted.

Second, formal definition consists of three principal parts: the species (WORD) n +
Genus (CLASS) + Differentiae. The WORD is the name of the object, process, or concept
defined. This is usually followed by “is” and “are” and the CLASS or general group to
which the objects belongs. For example: Skimming (species) is a reading technique (class)
of allowing the eyes to travel over a page very quickly, stopping only here and there to
gain an idea (differentiae).

For the expanded or extended definition, the following are common methods used in
paragraph development would be of great help (Filomena T. Dayagabil, Ethel L. Abao,
and Remedios C. Bacus, Critical reading and writing for Senior High School. Quezon
City: Lorimar Publishing, 2016, 43:

Methods Examples
By stating its San Pablo City is one of the oldest towns in the Philippines and
characteristics today, it is known as one of the first-class cities in the province of
Laguna. It is also called the City of Seven Lakes namely: Bunot
Lake, Calibato Lake, Mohicap Lake, Palakpakin Lake, Pandin
Lake, Sampaloc Lake, and Yambo lake. These seven freshwater
lakes are crater form of a steam-blast eruption from Mt. Cristobal.
By function In this time of global crisis, everyone is responsible for their
actions, such as following the precautionary measures given by
the health experts to avoid the spread of the virus.
By what it is Far from the normal situations that we had before, the pandemic
not makes each one of us skip buying unnecessary items.
By what it is Jollibee and McDonalds both offer savory chicken and delicious
similar to pasta that children love.
By Examples The opening of the classes for School Year 2020 -2021 amidst
the pandemic is a great challenge to the Department of
Education. They continue researching different alternative ways
of teaching and learning to be implemented in schools such as
online learning, modular learning, and lastly learning from TV
shows and radio programs.
By origin of Writers around the world define literature in different ways. The
word or origin of the word literature is derived from the Latin word Litera
etymology which means letter.
By its effect Due to the global pandemic, specifically COVID-19, the world
embraces the new normal. People have become more conscious
about sanitation and hygiene. They now learn physical distancing
in public places. And, most of the people stay at home either
working or developing new hobbies and exploring new things.

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 What’s More

Analyze how the writer creates a shared concept and what different expanded definition
methods are used in the paragraph. Write your answer on a separate sheet of paper.
You may follow the template below:

Method used Sentence/s

Bimetallic Components
1Bimetals are components made up of two separate metallic units, each occupying a
distinct position in the component. 2Bimetal rods or wires (also called clad metal,
duo- or dual-metal) are made of dissimilar metals. 3The rod core a cylindrical body
made of one metal, is surrounded by a concentric, cylindrical sleeve of another metal.
4Some fibrous metals may also be regarded as bimetallic; for example, rods made by

unidirectional solidification of some eutectic compositions containing a metallic (or

nonmetallic) compound of fibrous filaments embedded in an almost pure metallic
matrix. 5The structure of present-day Nb-SN superconducting core can be even more
complex. 6It is multimetallic-containing more than two dissimilar metals. 7The two
elements of a bimetallic product are usually intimately interlocked, so that they
function in unison.

8Bimetal rods or wire stems make it possible to combine properties of

dissimilar metals. For example:
• 9Aluminum-clad steel wire combines the
strength of steel with
the electrical conductivity and corrosion
resistivity of aluminum.
• 10 Superconductor core clad with copper sleeves
combines superconductivity at cryogenic
temperatures with assurance against failure
when a local temporary rise in resistance or
temperature occurs.

11Although the number of desired bimetallic combinations for practical use is

virtually unlimited, manufacturing difficulties restrict the number of bimetallic
combinations actually in use.

Based on Betzalel Avitzur et al., “Criterion for the Prevention of Core Fracture during Extrusion
of Bimetal Rods,” Journal of Engineering for Industry, 1983, 293-30

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 What I Have Learned

Using the semantic map below, write all your key learning from the lesson.

What I Can Do

Define “COVID-19” using the rules you have learned. You may also choose to use the
outline below to help you in writing a good definition paragraph. Write your answer on
a separate sheet of paper.
Topic sentence: COVID-19 is_________________________________________
• First (supporting Point#1) + (Fact, reason, or detail)
• In addition (supporting point #2) + (Fact, reason, example or detail)
• Finally, (supporting Point #3 + (Fact, reason, example or detail)
• Conclusion: In the end, COVID 19 is_____________________________

The following score guide may be used to rate your output.

Description Highest point Your Score

Clear topic sentence 5 points
Evidences and examples are specific 3 points
and accurate
Mechanics of writing are observed 2 points
Total 10 points

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 Additional Activities
Write a definition paper about the meaning of maturity. Make sure to have a good thesis
statement and introduction, coherent discussion of supporting details, and sound
conclusion. The previous rubric may also be used to score your output.

Notes to the Teacher

You may use different rubric to assess learners’ writing tasks.

Lesson
Exemplification and
4 Classification
In the previous lessons, you have learned the differences between and among narrative,
descriptive, and definition paragraphs. Now, you will familiarize yourself with two of the
most common patterns of paragraph development – exemplification and classification.

What’s in

As you unravel the unique patterns of development in writing exemplification and

classification paragraphs and how to incorporate them in your own writing, you must
first begin to learn how to identify the basic parts of these patterns – topic sentence,
classifications (types, categories), examples (illustrations) and transitional expressions.
These can be used in writing other papers with different purposes other than telling a
story, describing something or defining a concept.

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 What’s New

Read the passage carefully. Once finished, copy on a separate sheet and fill out the table
with the appropriate words that match the headings below:

Humans are often harmed by pollution. The presence of the hazardous

substances brought about by these three major types of pollution: land, air and
water gravely affects our health. For instance, a person may acquire skin problems
and other deformities from the toxic wastes present in the land that we live in such
as garbage, pesticides, heavy metals and other chemicals. Air pollution caused by
toxic gases, solid and liquid particles or aerosols, and other hazardous air
pollutants adversely contaminate the air that we breathe. Long-term exposure to
air pollutants has been linked with diseases of the heart and lungs, cancers and
other health problems. Lastly, water pollution observed in our primary water
sources like oceans, rivers, and lakes is caused by the presence of industrial
wastes, sewage and waste waters, chemical fertilizers and pesticides to be specific.
Infectious diseases can be acquired through contaminated water and can cause
cholera, jaundice, liver damage and stomach illness in people.

Topic Sentence:
Classification Examples of Hazardous Substances
Pollution a.__________________________________
1._________________ b.__________________________________
c.__________________________________
d. __________________________________
2. Air a. .__________________________________
b.__________________________________
c.__________________________________
a.__________________________________
3. b.__________________________________
__________________ c.__________________________________
d. __________________________________
e. __________________________________

Transitional
expressions:

Study the accomplished table. How can you say that the words and phrases that
you have just written all exemplify that of the (a) topic sentence, (b) classification,
(c) examples and d) transition words?

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If you were able to justify your answers, then, you are now ready to learn more
about the characteristics and features of exemplification and classification as
patterns of development in writing.

What is It

Exemplification (or illustration) is the most common and effective pattern to explain
an idea or point. In developing this kind of paragraph, the writer develops a general
statement –the topic sentence, with one or more examples to support it.

Here are some transitional expressions in writing effective exemplification

paragraphs: for instance, namely, to be specify, to clarify, to illustrate, for example, in
short,as an example.

On the other hand, classification is used when a writer needs to sort out or arrange
subjects to groups or categories based on their common and shared characteristics.

Here are some transitional expressions in writing effective classification

paragraphs: classified as, one kind, the last group, another kind, another, final type,
the first category, are categorized as, the next part.

Remember that you can use both exemplification and classification in developing a
paragraph by simply identifying categories on a particular subject and providing
examples or illustration to explain and clarify meaning.

What’s More

Read the excerpt that follows. You may take down notes as you read it. After reading
the excerpt, you need to do the following:

1. Indicate the pattern of paragraph development used and illustrate it by

using any appropriate type of graphic organizer to visually display the
ideas or concepts presented.
2. Using your graphic organizer, write your improved version of the
paragraph by using the appropriate transitional expressions.

21
 An excerpt from Appassionato
“Passion is visceral. It stands outside traditional thinking. It ignores conventions
like distance, time, and social acceptance. It dares into uncharted waters. It is
used to be primarily associated with romantic love. Today, thanks to authors like
Tom Peters and Nancy Austin (A Passion for Excellence), passion’s boundaries
have been extended to embrace work, entrepreneurial endeavours, corporate
success.”
Source: Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and
Writing Skills Quezon City: Rex Publishing Inc, 2016, 101-103

What I Have Learned

Reflect on what you have learned today by completing the diagram below:

Write INSIDE the Write some

circle the most questions or
valuable learning clarifications
that you gained
OUTSIDE the
from the lesson.
circle.

What I Can Do

Choose at least one from the situations below.

Writing Task 1: You are the editor-in-chief of your school’s publication. The school
paper adviser requires you to write a 2-3 paragraph opinion article about the COVID-19
pandemic for a special edition paper.

You need to take side and be specific in explaining your point of view by proving clear
examples and illustrations to support your arguments.

22
 Writing Task 2: You are one of the business proprietors at your school’s on-going
Business Expo. An interested customer sent you an e-mail asking about the different
types of products you sell.

You need to respond to the e-mail in 2-3 paragraphs indicating the classification of your
products. To encourage your customer to avail, your message must contain the product’s
category, specific features and prices.

Here is the rubric for your writing task:

Criteria Descriptions Total Your

Score Score
Paragraph Structure Clearly states the main idea to capture the
( Topic Sentence, reader’s attention, adds concrete and 5 pts.
Supporting details and
interesting details and brings closure to the
Conclusion)
paragraph written.
Transitional Effectively uses a high degree of appropriate 5 pts.
Expressions transitions to show development from one
sentence to another
Grammar and Has no spelling, punctuation and 2 pts.
Punctuation grammatical errors
Total 12 pts

Additional Activities

Write an exemplification or a classification paragraph on any suitable subject or topic

in your respective context/locality. Make sure to include a topic sentence, supporting
details, conclusion and transitional expressions in your written text. The same rubrics
will be used in assessing your output.

23
 Lesson

5 Comparison and Contrast

Sometimes, you’ll be asked by your teachers to perform tasks which would require you
to make intelligent choices. School writing activities may require you to do comparison
and contrast, in which you focus on similarities and differences of ideas. By assigning
you such writing activities, you are encouraged to make connections between text and
ideas and engage you in critical thinking.

What’s In

Classification as pattern of development of writing makes you associate similar things

or process by grouping them into classes or categories. Try this! Choose the word/s that
do/does not belong on each line then write a category name for each group (i.e. rose,
banana, sun flower, daisy = banana/flowers).

1. German Shepherd, Golden Retriever, Persian Siamese, Siberian Husky

2. on land, by water, by air, by bus
3. carrot, cabbage, radish, onion
4. jazz, rock, pop, ballet
5. Coins, Dollar, Yen, Franc

Each item gives you a hint over a certain category. That’s similar to our previous
lesson about exemplification and classification. However, although these words belong
to the same group, each of them have similarities and differences, which will be the
focus of this lesson on comparison and contrast.

What’s New

Using the Venn diagram, jot down words and phrases showing similarities and
differences between Junior High School and Senior High School.

24
 Junior High School Senior High School

What is It

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. Take a look at this example.
Source: Jenn, Kepka, Oregon Writes Open Writing Text. 2015, accessed May 21, 2020,
https://openoregon.pressbooks.pub/oregonwrites/chapter/comparison-and-contrast/

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 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.

There are two common ways to organize comparison/contrast paragraph or essay. The
Block Method is used to compare and contrast two subjects one at a time. You may
begin by saying everything you have to say about the first subject you are discussing

25
then move on and write everything about your second subject. If you are writing a short
paragraph or essay, you might be able to fit all of your points about each item. However,
if you would want to address one subject at a time, you may use Point-by-point
comparison.

Some cohesive devices you can use in showing similarities are likewise, similar to,
same with, like, in the same manner. To show contrast, cue words such as: on the other
hand, however, while, different with, in contrast and the like.

Source: Williams, Madalyn. February 21, 2017, accessed May 20, 2020
https://prezi.com/hdigz1iuziht/comparing-the-block-method-and-the-point-by-point-method/

What’s More

Create compare-and-contrast paper outline using either Point-by-point or Block Method

by comparing or contrasting Junior High School and Senior High School. Be guided by
the rubric below.

Description Highest point Your Score

Has a clear and strong-hook topic sentence 5 points
Evidences and examples are specific 3 points
Has no errors in grammar, spelling and 2 points
punctuation marks
Total 10 points

What I Have Learned

Complete the following statements to summarize what you have learned in this lesson.
• A compare-and-contrast writing analyzes two subjects by __________.
• The purpose of writing a comparison or contrast essay is not to state the obvious
but __________.
• The two main organizing strategies for compare-and-contrast writing are:
__________ and __________.

26
 What I Can Do

Write a five (5) to seven (7) sentence paragraph based on the outline you created
regarding the similarity/difference of Junior High School and Senior High School.
Description Highest point Your Score
Has appropriate quality of well-organized points 5 points
to support the topic
Uses specified format/style 3 points
Grammar, spelling and punctuation marks are 2 points
correct
Total 10 points

Additional Activities

Brainstorm an essay topic leaning towards comparison or contrast. Choose one among
the three items then come up with at least one similarity and three differences. The
rubric in “What’s More” segment may still apply to this activity.
• Cell phone units and brands
• Fast food chains and fine dining restaurants
• Enrolling in college or getting employed after Senior High School

27
 Lesson
Cause and Effect
6
Reasons and results are two things that interest readers. Thus, it is important for
writers like you to learn how paragraphs of this kind should be developed.

What’s In

We have learned in our previous lesson that the use of comparison and contrast in
developing paragraph is very effective when you want to show similarities and difference
between two ideas. Although a comparison and contrast essay is set to demonstrate
both similarities as well as differences, sometimes it only shows similarities, and at other
times, only differences.

The next pattern of paragraph development focuses on how you can state details
through giving reasons or results of a topic.

What’s New

Read the passage carefully. Then, complete the diagram below.

Discoveries and invention of devices are always welcome until we, humans, find a way
to abuse its benefits and be adversely affected by it. This was the case when Wilhelm
Roentgen discovered x-ray and within five years, the British Army was using a mobile
x-ray unit to locate bullets and shrapnel in wounded soldiers in the Sudan. TV was also
invented with positive thoughts in mind – there would be no national borders, education
and communication would be worldwide, etc. However, we are now trying to overcome
its physiological and psychological adverse effects on human beings.
(Excerpt: Emmanuel Tatah Mentan, English Essay Writing Handbook Bloomington, IN: AuthorHouse, 2019.)

CAUSE EFFECT

28
Answer the following questions on a separate sheet.
1. What is the main idea of the text?
2. What states the cause of the idea?
3. What states the results of the idea?

What is It

Cause and Effect is a text development pattern which explains why something happens.
It also states what results a particular event produces. It usually gives a statement
emphasizing the cause and another emphasizing the effect.

The following guide questions can be used for cause-effect development:

• Why did it happen?
• What caused it?
• What does it cause?
• What are its effects?
• How is it related to something else?

Further, in developing your texts you can use signal words like as a consequence of, as
a result of, because, because of, now that and since to express cause while accordingly,
consequently, hence, so, therefore, and this resulted in to signify effects.

What’s More

Put a check (✓) if the item is suited for a cause-and-effect text or a cross (x) if not.
1. How to play drums
2. Impact to technology in education
3. Importance of daily reading habit
4. Increased drop-out rate in a school.
5. The act of kindness

What I Have Learned

Complete the given statements to sum up your learning for this lesson.
1. Cause and effect is a text development pattern explains ___________ something
happens and states ___________results a particular event produces.
2. ___________focuses on: why did the topic happen; what caused it; what does it
cause; what are its effects; and, how is it related to something else.
3. Signal words used in introducing cause include: _______________________
4. Signal words used in introducing effect include: _______________________
29
 What I Can Do

Typhoon Yolanda took the lives of over 6,300 Filipinos and displaced thousand others.
Write a five-sentence paragraph that explains why there were so many casualties even
when they were warned of a storm surge. Use cause and effect pattern of development.
The rubric below may be used in this output.

5 points 3 points 1 point

The paragraph states
The paragraph states The paragraph states
no cause and effect and
cause and effect and all cause and effect but
it uses inappropriate
transitional devices are few transitional devices
transitional devices.
properly used. are used.

Notes to the Teacher

You may develop and use different rubric in checking the writing outputs
of the learner.

Additional Activities

Reflect on the quote: “Working out of cause and effect is eternal” (Deepak Chopra).
Develop a cause-and-effect paragraph to express your insights about this. The previous
rubric may still be used for this writing task.

30
 Lesson

7 Problem-Solution

In this lesson, you are expected to plan, structure, and write interesting and meaningful
paragraphs applying the problem-solution pattern in your essays about different topics,
issues or recent developments in various fields.

What’s In

With your previous learning about cause-and-effect pattern of development, you can
readily write a full-blown essay addressing any issue that interests you. After answering
the “why” and the “what happened”, we now move on to the “how” – how will we do
things and how can we resolve issues or concerns around us. This time, you will apply
the problem-solution pattern of development.

What’s New

Read the essay below. Identify the problem/s and solution/s cited in the passage
Healing a Child’s Stitches and Burns
By Emerson T. Armero
There can be no doubt that a large number of CIFL or children in conflict with the
law may commit more juvenile crimes despite the intense effort of teachers, the barangays,
the police and the guidance offices. This poses a huge challenge to government authorities
and the whole society as well since these minors are protected by law and should not be
harmed by all means.
Basically, while being interrogated upon, these child offenders do not take their case
seriously. They sometimes treat their offense as a practical joke similar to an amusing
snapchat or a tiktok moment. Others consider their waywardness as part of their growing
up years – their being young, wild and free. And they blend with the other CIFL regulars,
thereby establishing an organization of future gangsters. Unfortunately, they are not given
the chance to reform their character because they cannot go to jail and should be with their
parents’ custody within 24 hours. Additionally, some of them turn to substance abuse.
There might be two doable solutions to overcome the problem mentioned in the
previous paragraphs. The first step would be to give them the opportunity to intensely
rehabilitate and provide educational programs suited to their needs and abilities which will
prepare them in the harsh realities of life. It is also equally important that they get the full
support and encouragement of their parents and fellow learners.
It is reasonable to conclude that education still paves the way for CIFL learners to
mend their ways. Furthermore, it is still everybody’s responsibility to help them change, to
motivate them to change and stay away from temptations that may inevitably arise.

31
 What is It

A problem/solution essay presents a problem, usually discussing several aspects of the

problem, then concludes by discussing solutions to the problem. The problem may be
addressed in the following ways:

Effects only • Describe the problem only in terms of its effects.

• Use examples.
Causes and • Outline the causes of the problem.
effects • Discuss solutions in terms of preventive measures.
Extended • After a topic sentence, illustrate the problem by using an
example extended example (through a story or an anecdote from your
introduction).

The solutions may be presented in various ways and you have to think about which way
would be the most appropriate for the particular problem you are discussing.

Here are some ways to present solutions:

Preventive • Ways to prevent the problem from occurring in the first place
measures • For example: How to prevent Covid-19
A series of • Suggest the easiest and most obvious solution first, but if that
steps doesn’t work, try something else, etc.
• For example: if you have a neighbor who does not wear mask nor
practice social distancing, you might first talk to him/her; if that
doesn’t work, arrange for a mediator; etc. (a last resort might be
to call the police).
Advice • Give some advice and helpful hints.
A choice of • Include solutions that have already been tried, have been
solutions unsuccessful, and new solutions which you are proposing.

The following transitional devices can also help you develop your text.

Introduction Middle Section/ Conclusion

Body
• Nowadays… • For instance… • In conclusion…
• It is a common trend that… • Such as/like… • To conclude…
• Society is becoming • Namely… • To sum up…
increasingly concerned
about…

32
 What’s More

Choose a specific problem in your place and try to propose solutions for it. Write your
insights in a short paragraph following the problem-and-solution pattern of
development. Make use of correct transitional devices in your text. Be guided by the
rubric below.

5 points 3 points 1 point

The paragraph states
The paragraph states The paragraph states
no cause and effect and
cause and effect and all cause and effect but
it uses inappropriate
transitional devices are few transitional devices
transitional devices.
properly used. are used.

What I Have Learned

Arrange the following steps in developing a problem-and-solution text.

_____ Brainstorm to identify several solutions.
_____ Gather supporting information.
_____ Define the problem to be solved.
_____ Decide how to organize your writing.
_____ Write a thesis statement.
_____ Support your thesis with examples and details.
_____ Write a strong conclusion.

Additional Activities

List down the top three problems of millennials today. Then propose possible solutions
to each of your identified problem. You can use this as a springboard in writing a
problem-solution text.

33
 Lesson

8 Persuasive

After this lesson, you are expected to learn the type of paragraph development that
focuses on presenting points of view to persuade or encourage your readers.

What’s In

By this time, you should have learned seven different patterns of paragraph
development. The latest of which is the problem-solution text, which focuses on either
a problem or solution in a particular area or situation. It a type of text expressed as a
dilemma or concerning issue (problem) and something that was, can be, or should be
done to remedy this issue (solution or attempted solution).

The last pattern of paragraph development featured in this module focuses on how you
can state details through presenting your views and encouraging your target readers to
accept your argument.

What’s New

Complete the table below after reading the paragraph.

Is iPhone 11 worth spending extra money on it? One of the company’s recent
novelties is the iPhone 11 – a newer and more advanced version of the most
popular phone in the world. However, the previous model – iPhone XR – seemed
to have been satisfying people’s needs just fine as well. So, what is the difference?

ISSUE ARGUMENT EVIDENCES

Now, answer the following questions:

1. What is the main idea of the text?
2. What issue has been presented in the text?
3. What does the text want us to do?
34
 What is It
Persuasive text can be in the form of an argument, discussion, exposition, review or
even an advertisement.

In developing your own persuasive text, a writer must first state the issue. This will
serve as a background information about the topic. Then, it should be followed by a
clear, strong and specific argument.

An argument is one’s claim or position that can either support or reject the issue
previously stated. Arguments shall be supported with a well-researched evidences,
which will give details on how and why it supports the argument. Evidences can be
factual, logical, statistical or anecdotal in nature. It can also explain counter-arguments
not because the writer wants to prove which claims are wrong or right but to enlighten
the readers about other positions.

Lastly, a conclusion restating the main argument of the text will be the end of the text.
This will be your final statement to persuade your readers.

Some guide questions in constructing a persuasive text include:

• 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?

What’s More

Read the text below and identify the issue, the argument/s and conclusion.

When we consider the ubiquity of cellphones, iPods, personal computers and the
internet, it’s easy to see how science (and the technology to which it leads) is woven into
the fabric of our day-to-day activities. When we benefit from CT scanners, M.R.I. devices,
pacemakers and arterial stents, we can immediately appreciate how science affects the
quality of our lives. When we assess the state of the world, and identify looming
challenges like climate change, global pandemics, security threats and diminishing
resources, we don’t hesitate in turning to science to gauge the problems and find
solutions.
And when we look at the wealth of opportunities hovering on the horizon—stem
cells, genomic sequencing, personalized medicine, longevity research, nanoscience,
brain-machine interface, quantum computers, space technology—we realize how crucial
it is to cultivate a general public that can engage with scientific issues; there’s simply
35
no other way that as a society we will be prepared to make informed decisions on a
range of issues that will shape the future. (from "Argumentative Essay," Literary Devices,
last modified May 22, 2020, https://literarydevices.net/argumentative-essay/.)

What I Have Learned

Complete the statements to sum up your key learning for this lesson.
1. __________ is a type of paragraph development that focuses on presenting points of
view
2. An __________ serves as a background information about the topic.
3. An __________ is one’s claim or position that can either support or reject the issue
previously stated.
4. Arguments shall be supported with a well-researched __________.
5. A __________ restating the main argument of the text will be the end of the text.

What I Can Do

Choose an item or a product that you frequently use. Develop a persuasive text by
making a transcript for product advertisement. The rubric below may be used for your
output.
5 points 3 points 1 point
The paragraph states The paragraph states The paragraph states no
persuasive text and it persuasive text and it persuasive text and it
uses appropriate little uses appropriate does not use appropriate
arguments and arguments and arguments and
evidences. evidences. evidences.

Additional Activities

Write a persuasive text to encourage incoming senior high school to choose the strand
you are enrolled in. The rubric in the previous activity may still be used for this writing
task.

Notes to the Teacher

You may use different rubric to assess learners’ writing tasks.

36
 Assessment

A. Choose the correct transitional devices. Write your answers on a separate

paper.

a. So b. Due to c. First d. When

e. Where f. Second g. Lastly h. Similarly

During my younger years of being a diligent worker, I would spend at least 10

hours working in the office and I would even bring home some paper works. Until, one

day I was brought to the hospital 1. _________ I experienced more anxieties. My attending

physician told me that I collapsed 2. _________ stress. 3. ________, I started to follow my

doctor’s advice. 4. ______ to spend at least three times a week for exercise. 5. Another is

to take stock of internal stressors I could control. 6. ________ is to use meditation

techniques whenever I felt overwhelmed and make sure that I got sufficient rest. Lastly,

is to take time to do things I enjoy. 7. _________, to pursue some hobbies and pleasures

to live a more balanced lifestyle.

Choose the letter of the correct answer. Write your answers on your answer sheet.

8. Which text focuses on presenting points of view and seeks on encouraging its
readers to accept a particular argument or act in a particular way?
A. Persuasive C. Cause and Effect
B. Problem-solution D. Comparison and Contrast

9. Which written text involves sensory images to figure out something?

A. Description C. Narration
B. Definition D. Problem Solution

10. What pattern shows similarities and differences of two subjects in a paragraph?
A. Comparison and Contrast C. Narration
B. Cause and Effect D. Problem Solution

37
11. When giving the full meaning of a certain topic, which pattern is applicable?
A. Description C. Narration
B. Definition D. Problem Solution

12. If you were to tell a story, which pattern of paragraph development would you
use?
A. Description C. Narration
B. Definition D. Problem- Solution

13. What pattern presents the reasons and possible results of an event?
A. Description C. Narration
B. Cause and Effect D. Problem Solution

14. In this section, you need to mention an overview of the problem, the why of the
problem, and who should be concerned about the problem.
A. Introduction
C. conclusion
B. middle section
D. exposition
15. Which would best suit a text that aims to discuss the taxonomy of a group of
fossils that were recently discovered by a paleontologist?
A. Comparison and Contrast C. Narration
B. Classification D. Problem Solution

38
 39
Assessment Lesson 6: What's More
1. E 2. B 3. A 4. C 5. F 1. x
6. G 7. H 8. A 9. A 10. A 2. ✓
11. B 12. C 13. B 14. A 15. B 3. ✓
4. ✓
5. x
Lesson 4: What's New
Topic Sentence: Humans are often harmed by pollution
Classification:
1. Land
2. Air
3. Water
Example of Hazardous substances:
1. a. garbage b. pesticides c. heavy metals d. other chemicals
2. a. toxic gases b. solid and liquid particles or aerosols
c. other hazardous air pollutants
3. a. industrial wastes b. sewage c. waste waters d. chemical fertilizers
e. pesticides
Transitional Expressions: For instance, such as, lastly, to be specific, like, and
Lesson 3: What’s more
Method used Sentence/s
By example Sentence 4, Sentence 8-9, Sentence 10
By stating characteristics Sentence 8, Sentence 3
By explanation of use or function Sentence 7
Lesson 2: What's More
1. Objective – type of volcano, exact location, approximate size
2. Subjective – best tourist spots, can witness the beauty of nature
Lesson 1: What's More
1. Masayahin Senior High, during his first class in Grade 11.
2. At First , Then, After a year, In the end
3. I entered the class and Jasper offered me a seat.
4. a story
5. in chronological order
What I know
1. C 2. A 3. B 4. B 5. A
6. A 7. A 8. B 9. E 10. B
11. A 12. C 13. F 14. G 15. H
Answer Key
REFERENCES

Books

Emmanuel Tatah Mentan, English Essay Writing Handbook Bloomington, IN:

AuthorHouse, 2019.

Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and

Writing Skills Quezon City: Rex Publishing Inc., 2016.

Plata, Sterling M. et.al. New Literacies: Critical Reading, Writing, and Viewing.
Laguna: Trailblazer Pub, 2013

Rebecca D. Espina and Felicidad P.Espina, Technical writing for Filipino students,
Quezon City: Katha Pub, 1995.

Journal

Betzalel, Avitzur et al., “Criterion for the Prevention of Core Fracture during Extrusion
of Bimetal Rods,” Journal of Engineering for Industry, 1983.

Online Sources
Ahon Writing Workshop, Problem-Solution Essay, Accessed May 22, 2020
http://www.phschool.com/atschool/ahon09/pdfs/AHON_WW_unit_2.pdf

Argumentative Essays," Purdue University, accessed May 22, 2020,

https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writin
g/argumentative_essays.html.

Argumentative Essay,Literary Devices, accessed May 22, 2020,

https://literarydevices.net/argumentative-essay/.
Christine Sarikas, "3 Strong Argumentative Essay Examples, Analyzed" SAT
/ ACT Prep Online Guides and Tips, Jun 13, 2019 6:00:00 PM,
https://blog.prepscholar.com/argumentative-essay-example.

Cambridge Assessment English, “Writing a problem-solution essay,” Copyright

2020, Accessed May 22, 2020, www.lingoda.com,
https://www.linkedin.com/company/lingoda-gmph

"Come on… Convince Me: Your Guide to Writing a Persuasive Text", 3P Learning,
accessed May 22, 2020,
https://www.3plearning.com/blog/persuasivewriting/.

“Compare and Contrast Essay Writing Guide.” Accessed May 20, 2020
https://www.essaytigers.com/how-write-compare-and-contrast-essay

D. Ramirez, Problem/Solution Essay,MicrosoftWordHandbook_ProbSolnEssay.doc,

February 15, 2011,
http://spot.pcc.edu/~dramirez/262Writing8/Handouts/Handbook_ProbSol
nEssay.pdf

40
Harraju, Vinayad. “Rubrics for Paragraph Writing”.Forum for English Language
Teachers-FELT. Accessed May 21, 2020.
http://feltap.blogspot.com/2015/03/teaching-paragraph-writing-using-
rubrics.html#.Xsca2MARW.

Helpful tips for writing a successful persuasive essay, Scribendi, last modified
May 19, 2016,
https://www.scribendi.com/advice/how_to_write_a_persuasive_essay.en.ht
ml.

Jenn, Kepka. Oregon Writes Open Writing Text. 2015, accessed May 21, 2020,
https://openoregon.pressbooks.pub/oregonwrites/chapter/comparison-
and-contrast/

Student Sample: Cause-and-Effect Essay, Lumen Learning, accessed May 22,

2020,https://courses.lumenlearning.com/sunyenglishcomp1v2/chapter/st
udent-sample-cause-and-effect-essay/.

Tips and Tools: Comparing and Contrasting. Accessed May 21, 2020.
https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/

Williams, Madalyn. Comparing the Block Method and Point by Point Method.
February 21, 2017. Accessed May 20, 2020.
https://prezi.com/hdigz1iuziht/comparing-the-block-method-and-the-
point-by-point-method/

Writing a Compare Contrast Paper. Accessed May 21, 2020.

http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/
compare_contrast.html

Writing for Success. Saylor Academy:2012. Accessed May 20, 2020,

https://saylordotorg.github.io/text_writing-for success/s14-07-comparison-
and-contrast

41
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

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Email Address: [email protected] * [email protected]