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English
Quarter 4 – Module 2:
 Grammatical Signals on
Different Patterns of Idea
Development

Let Us Learn

Hello There! In this module we will be exploring different

Patterns of Idea Development. As we communicate, people tend to
present their ideas in different patterns to better understand the
message that we are trying to express.

It is important to learn how to organize our ideas well so that

it can be understood properly. In line with this, we will also
be learning about grammatical signals and how to properly
use them according to the pattern idea development we are
using. So, let’s begin!
In the end of this learning module, you are expected to:
1. Identify the pattern of idea development used in the
statements presented,
2. Expound your understanding of the lesson through an
illustration that symbolizes the importance of
Grammatical Signals in communication; and
3. Use appropriate grammatical signals or expressions
suitable to each pattern of idea development.
 Let Us Study
As we begin with the lesson, let us first look at Illustration
below and examine the meaning behind it.

Activity 1 Exploring Signals

What do you think is presented in the picture above?

What does the red light signal indicate?

What does the orange light signal indicate?

How about the green light signal?

How do traffic lights guide people in the road?

How well do you know these words? Let’s find out and answer the
activity below!

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Activity 2 Matching Meanings
Directions: Read the following words listed below column A and
match them to their respective definitions under column B.
A B
1. Perilous • A. To make a determined decision or
2. Lacquer • 3. promise to do something
B. To try very hard to persuade
Forlorn •
someone to do something
4. Diligence • C. Extremely dangerous
5. Vow • D. To make someone who
6. Ill-natured • is sad or disappointed feel better
7. Astonishment
by giving them comfort or
• sympathy
E. A liquid that is painted on wood or
8. Discord • metal and forms a hard, shiny
9. Entreated •
surface when it dries
10. Consoled •
F. The state of not agreeing or
sharing opinions
G. Alone and unhappy; left alone and
not cared for
H. Rude and unpleasant
I. The quality of working carefully
and with a lot of effort
J. Very great surprise

(Word definitions taken from Cambridge Dictionary

https://dictionary.cambridge.org/)

Now that you’ve unlocked a new vocabulary, let us now read a

story from an old Japanese fairy tale series.

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 The Wooden Bowl
Takahiro Hasegawa

Once upon a time there lived an old couple. Formerly, they had been
well to do, but misfortune came upon them. In their old age they had become
so poor that they were only just able to earn their daily bread.
One joy however remained to them. This was their only child, a good
and gentle maiden, of such wonderful beauty, that in all that land she had no
equal.

Not long after, the father fell sick and died, and the mother and her
daughter had to work harder than ever. Soon the mother felt her strength
failing her, and great was her sorrow at the thought of leaving her child alone
in the world.

The beauty of the maiden cause of much thought and anxiety of the
dying mother. She knew that in one so poor and friendless as her child, it
would be likely to prove a misforune instead of a blessing.
Feeling her end to be very near, the mother called the maiden to her
bedside, and, with many words of love and warning, entreated her to continue
pure, and good, and true, as she had ever been. She told her that her beauty
was a perilous gift which might become her ruin, and commanded her to hide
it as much as possible, from the sight of all men.
The mother placed on her daughter’s head a lacquered wooden bowl,
which she warned her on no account to take off. The bowl overshadowed the
maiden’s face, so that it was impossible to tell how much beauty was hidden
beneath it.

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 After her mother’s death, the poor child was indeed in forlorn; but she
had a brave heart, and at once set about earning her living by hard work in
the fields. As she was never seen without the wooden bowl, which indeed
appeared a very funny head-dress, she soon began to be talked about, and
was known in all the country round as the Maid in the Bowl on her head.
Proud and bad people laughed at her, and the young men of the village
made fun of her, trying to peep under the bowl, and even to pull it off her
head. But none of them succeeded in taking it off, or in getting more than a
glimpse of the beautiful face beneath.
The poor girl bore all this rude usage patiently, was always diligent at
her work, and when evening came, crept quietly to her lonely home. Now, one
day, when she was at the work in the harvest field of a rich farmer, who owned
most of the land in that part, the master himself drew near. He was struck by
the gentle and modest behaviour of the young girl, and by her quickest and
diligence at her work.
Having watched her all that day, he was so much pleased with her, that
he kept her in work until the end of the harvest. After that, winter having now
come on, he took her into his own house to wait upon his wife, who has long
been sick and seldom left her bed.
Now the poor orphan had a happy home once more, for both the farmer
and his wife were very kind to her. As they had no daughter of their own, she
became more like the child of the house than a hired servant. And indeed, no
child could have made a gentler or more tender nurse to a sick mother, than
did this little maid to her mistress.

After some time the master’s eldest son came home on a visit to his
father and mother. He had been living in Kioto, the rich and gay city of the
Mikado, where he had studied and learned much. Wearied with feasting and
pleasure, he was glad to come back for a little while to the quiet home of his
childhood. But week after week, passed and, to the surpise of his friends, he
showed no desire to return to the more stirring life of the town.

The truth is, that no sooner had he set eyes on the Maid with the Bowl
on her Head, than he was filled with curiousity to know all about her. He
asked who and what she was, and why she was always seen with such a
curious and unbecoming head-dress.

He was touched by her sad-story, but could not help laughing at her
old fancy of wearing the bowl on her head. But, as he saw day by day, her
goodness and gentle manners, he laughed no more. And one day, having
managed to take a sly peep under the bowl, he saw enough beauty to make
him fall deeply in love with her.

From that moment he vowed that none other than the Maid with the
bowl should be his wife. His relations, however would not hear of the match.
“No doubt the girl was all very well in her way”. They said “but after all she

6
was only a servant and no fit mate for the son of the house, why did she
persist in wearing that ridiculous thing on her head? Doubtless to get a
reputation for beauty, which most likely she did not possess. Indeed, they
were almost certain that she was quite plain looking”.

The two old maiden aunts of the young man were especially bitter, and
never lost an opportunity of repeating the hard and unkind things which were
said about the poor orphan. Her mistress even, who had been so good to her,
now seemed to turn against her, and she had no friend left except her master,
who would really have been pleased to welcome her as his daughter, but did
not dare as much. The young man however, remained firm to his purpose. As
for all the stories which they brought him, he gave his aunts to understand
that he considered them little better than a pack of illnatured inventions.

At last, seeing him so steadfast in his determination, they were fain to

give in, though with a bad grace.
A difficulty now arose where it was least to have been expected. The
poor little Maid with the Bowl on her head upset all their calculations by
gratefully but firmly refusing the hand of her master’s son, and no persuasion
on his part could induce her to change her mind.

Great was the astonishment and anger of the relations. That they
should be made fools of in this way was beyond all bearing. What did the
ungrateful young servant expect, that her Master’s son wasn’t good enough
for her? Little did they know that she loved him dearly, but she would not
bring discord the family which had sheltered her in her poverty; for she had
marked the cold looks of her mistress, and very well understood what they
meant. Rather than bring trouble into that happy home she would leave it at
once, and for ever. She told no one, and shed many bitter tears in secret, yet
she remained true to her purpose.

Then that night when she had cried herself to sleep, her mother
appeared to her in a dream, and told her to yield to the prayers of her lover,
and to the wishes of her own heart. She woke up full of joy, and when the
young man once more entreated her, she answered yes, with all her heart.
So the wedding day was fixed, and the grandest preparations were made for
the feast. Some unpleasant remarks were doubtless to be heard about the
beggar maid and her wooden bowl, but the young man took no notice of them,
and only congratulated himself upon his good fortune. Now, when the
wedding had at last come, and all the company were assembled and ready to
assist at the ceremony, it seemed high time that the bowl should be removed
from the head of the bride. She tried to take it off but found, to her dismay,
nor could her utmost efforts even suceed in moving it and, when some of the
relations persisted in trying to pull off the bowl, it uttered loud cries and
groans as of pain.

The bridegroom comforted and consoled the maiden, and insisted that
they should go on with the ceremony without more ado. And now came the

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moment when the wine cups were brought in, and the bride and bridegroom
must drink together the “three times three”, in token that they were now
become man and wife. Hardly had the bride put her lips to the Sake cup, when
the wooden bowl burst with a loud noise, and fell in a thousand pieces upon
the floor. And, with the bowl, fell a shower of precious stones, pearls, and
diamonds, rubies and emeralds, which had been hidden beneath it, besides
gold and silver in abundance, which now became the marriage portion of the
maiden.

But, what astonished the wedding guests more even than this vast treasure,
was the wonderful beauty of the bride, made fully known for the first time to
her husband and to all the world.
Never was there such a merry wedding, such a proud and happy bridegroom,
or such a lovely bride.

What are your thoughts after reading this text? Answer the
following questions.

• What is the story about?

• How will you describe the attitude of the girl in the wooden
bowl?
• What are the lessons you learned upon reading the story?

Do you think the writer did an excellent job in telling the story?
Were all important ideas presented and organized well? If your
answers are yes, then the writer may have effectively used
Grammatical Signals on Different Patterns of Idea
Development.

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 Using patterns of Idea Development is very important especially
when you are writing a simple essay or an important school report.
Here’s an example below to help you further understand this
lesson. Read the following sentences.
1. Treasures burst out from the wooden bowl.
2. The mother of the beautiful lady asked her to cover her
face with a wooden bowl.
3. The Prince was amazed by the attitude of the lady in the
wooden bowl and decided to marry her.
Now what do you think about these sentences? Confusing right? It
is because the sentences are not sequentially arranged. Questions
such as “Why are there treasures from the wooden bowl? Who is
the beautiful lady? And how did she and the Prince meet?” would
come into the readers’ mind. By referring to these sentences it
would be difficult for them to understand the idea that the writer
is trying to convey.
In addition, patterns of idea development come in different
forms depending on the writer’s purpose of writing. From here, you
should identify the purpose why you are writing and knowing this
well will help you convey your ideas clearly to your readers. Also,
using appropriate grammatical signals can help you connect and
relate one idea to another. More importantly, these can also assist
in establishing logical flow and relationship of ideas.
Narration
It is used to tell a story that often gives information of Who,
When, Where, and What happened. This pattern of idea
development includes series of events that usually lead to the
conclusion or ending. Also, grammatical signals that indicate time
and sequence are used in this pattern.
Examples:
First, Second, Third … Meanwhile Prior to
After At the same time Thus
Next Before Hence
Eventually Earlier In the
beginning
Soon Previously Finally

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Example:
In the beginning of the story, there was an old couple who
lived so poor that they were only able to earn for their daily meal.
At the same time, the old father became sick and weak making
their situation worse. Eventually, due to his old age and sickness,
the father died leaving his poor wife and daughter alone.

Comparison and Contrast (claim or counterclaim)

It is the combination of the comparison and contrast pattern of
idea development. Comparison identifies similar points between 2
or more topics which specifically emphasize characteristics and
qualities of persons, things, places, events, situations or ideas
involved. This is used to show how much they are alike from one
another while contrast identifies the differences in the
characteristics and qualities of the topics presented.
Examples: Comparison
also similarly just like
like in the same way by comparison
both as equally
likewise in the same manner alike

Examples: Contrast
alternatively despite whereas
however in contrast but on the
other hand yet on the contrary
though in spite of or
Example:
Although the maiden was blessed with a beautiful face, she
remained humble and diligent to her work in the fields just like
her late parents. She was mocked and laughed at by most village
people, yet she ignored them and instead, she focused on doing
well in her work.

Cause and Effect is a pattern used to explain how an event or

action leads to another. The word “cause” means to pose a
question of why something happened while the word “effect” means
to pose a question of what happens. This pattern often highlights

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the relationship of topics involved and on how it can affect the
others.

Examples:
due to (this) as a consequence
and so hence
therefore as a result
thus for this reason

Example:

The maiden in the wooden bowl was left alone as her late
parents died due to sickness and old age. Hence, she decided to
work in order to provide for herself. And so, she went to the fields
hoping to land a job as a laborer.

Problem-Solution is used to present possible solutions to the

problem posed by the writer. A problem is generally described as
an unsatisfactory situation that causes troubles or

difficulties while a solution is any method or action to be executed

in order to avoid or get rid of the problem mentioned. This involves
a profound explanation of the problem and how it affects the
subjects involved that is consequently followed by alternative
solutions.

Examples:
Alternatively Because of this
As a consequence In order to
Due to Another threat
To avoid this Otherwise

Example:
The beautiful maiden has to wear the wooden bowl around
people to hide her face from them. Otherwise, her stunning beauty
may bring danger to her without the protection of her parents as
she is already an orphan working in the fields.

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 Writing is a powerful tool to communicate which can help you
share your thoughts, feelings, and ideas toward something. It is a
wide channel that is free for everyone. However, always remember
that messages can also be difficult to understand especially when
it is not properly organized according to our purpose. Hence, as an
effective writer you should be mindful of your readers and use the
appropriate grammatical signals in a specific pattern of idea
development.

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 Let Us Practice
Did you like the story? Come on and let’s recount its important events!
Activity 3 Sequencing Events
Directions: Organize and write the important events in the story in a chronological
order by applying the most appropriate pattern of idea development. Use the
grammatical signals as prompts to help write the events in the story “The wooden
Bowl” by Takahiro Hasegawa in 3-5 sentences in each bowl. done

In the beginning ….. Then …..

During that time ... Not long after..

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 After that ... Finally ...

Let Us Practice More

Now that you know about the patterns of idea development,
let’s practice it more by doing this activity!
Activity 4 Identifying Patterns

Directions: Read the following sentences below about the story

“Wooden Bowl” and identify the pattern of idea development used:
Narration, Compare and Contrast, Cause and Effect, or
Problem-Solution. Then, write your answers in the blank spaces
provided in each item.

1. Once there was a poor old couple who lived simply in ancient
Japan. Not soon after, the father fell sick and died, leaving
his poor old wife and daughter. Eventually, a few more years
went by, his old wife died as well, which left their daughter
as an orphan.

2. The aged mother was worried that the alluring beauty of her
daughter would bring danger into her life. In order to protect
her, she asked her to cover her face with a wooden bowl to
hide the beauty she possesses.

3. The lady with the wooden bowl stayed humble and diligent
with her work even if the village people spoke ill and

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 mistreated her. For this reason, the Prince was astonished
and later fell in love with her.

4. The Prince has always liked both the city of Mikado and his
hometown. However, as time went by, he preferred to spend
most of his time in his silent hometown than in the festive
city of Mikado.

5. After the old mother died, the lady in the wooden bowl
decided to work in the fields in order to support herself. She
had such a brave heart to decide to move and work in a new
place alone.

Let Us Remember
Upon understanding the importance of grammatical signals
and patterns of idea development, what are your realizations?

Activity 6 Illustrating Symbolism

Directions: Draw a poster that symbolizes the importance of

Grammatical Signals in Developing Patterns of Idea in
communicating to your readers. You will be graded according to
the rubrics provided. An example is provided as your guide.

EXAMPLE:
Using grammatical
signals in developing
patterns of idea can be like a
needle; because it stitches
our ideas into one which
helps readers understand
our message better.

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Image taken from https://www.shutterstock.com/image-vector/sewing-needle-thread-button-vector-724103464

Rubrics
Criteria 10 8 5

All illustration 1-2 illustration 3 or more

RELEVANCE details presented details presented illustration details
Connection of are are irrelevant yet presented are
details presented to relevant and shows irrelevant and
the given topic shows a a good portrayal shows
very good of the meaning it a poor portrayal
portrayal of the depicts. of the meaning it
meaning it depicts
depicts.

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 The symbol The symbol The symbol drawn
CONTENT drawn was drawn was was delivered with
Justification of delivered with an delivered with an a poor level of
Symbolism excellent level of average level of justification of
justification of justification of meaning.
meaning. meaning.

CREATIVITY & Overall Overall Overall

APPEARANCE illustration has a illustration has illustration has
Aesthetic very appealing an appealing unappealing
appearance aesthetic with aesthetic yet with aesthetic and
plenty of details. only few details. insufficient
details.
TOTAL

Let Us Enhance
Now it’s your time to make your own text, apply all you have
learned from the topic.
Activity 7 Applying Appropriate Signals
Directions: Select a pattern of idea development and write an
essay with the topic assigned to your preferred pattern. Use at
least 5 appropriate grammatical signals in 3-5 sentences. You will
be graded according to the rubrics provided.

1. Narration
Topic: My learning experiences about developing
positive attitudes.
2. Comparison and Contrast
Topic: Importance of Humility and Diligence
3. Problem-Solutions
Topic: Overcoming Ill-natured people
4. Cause and Effect
Topic: How challenges in life changed me as a person

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Rubrics
Criteria 10 8 5

All ideas presented 1-2 ideas presented 3 or more ideas

CONTENT & are relevant and are irrelevant yet presented are
RELEVANCE shows a very good shows a good irrelevant and
Connection of ideas portrayal of the portrayal of the shows
presented to the meaning it depicts. meaning it depicts. a poor portrayal of
given topic the meaning it
depicts

ORGANIZATION All ideas presented 1-3 ideas presented 4 or more ideas

Order of idea in the essay are in the essay are not presented in the
development cohesive and are cohesive and are essay are not
logically arranged not logically cohesive and are
according to the arranged not logically
purpose of the that are arranged
author. misleading that are
to the purpose of misleading
the to the purpose of
author the author

All transitional 1-2 transitional 3 or more

MECHANICS signals used were signals used were transitional signals
grammar, proper well utilized not well utilized used were not well
usage of grammatical according to their according to their utilized according
signals, purpose with 0 purpose with 1-2 to
spelling and sentence conventional errors conventional errors their purpose with
construction in spelling, in spelling, 3 or more
grammar and grammar and conventional errors
sentence sentence in spelling,
construction. construction. grammar and
sentence
construction.

TOTAL

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 Let Us Reflect
As you read the story, what do you think are things you
should do to develop humility and diligence?

Activity 8 My Road to Humility and Diligence

Directions: Reflect and list down 5 things you think you should
do that will help you practice Humility and Diligence as moral
values taught in the story.

1 2 3

4 5

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 References

Hasegawa, T. (1887). The Wooden Bowl, Japanese Fairy Tale Series

No.16. Meiji: Takahiro Hasegawa.
Miami Dade College. (2005, July). Transitional Words and Phrases
Showing Relationships within and between sentences.
Retrieved January 21, 2021, from Miame Dade College
Kendall Campus:
https://www.mdc.edu/kendall/collegeprep/documents2/tr
ansitional%20wo rds%20and%20phrasesrevised815.pdf
Open Oregon. (n.d.). Patterns of Organization and Methods of
Development. Retrieved January 21, 2021, from Open Oregon
Educational Resources:
https://openoregon.pressbooks.pub/wrd/chapter/patterns
-of-organizationand-methods-of-development/
University of Technology Sydney. (2013). UTS: HELP Higher
Education Language and Presentation Support. Retrieved
January 21, 2021, from https://www.uts.edu.au/:
https://www.uts.edu.au/sites/default/files/HELPS%20Tra
nsition%20Signa ls_0.pdf
 Making an Outline Using
Primary and Secondary Sources
Let Us Learn

Hello! How are you? I hope you are keeping safe and
staying healthy. Congratulations for making it to the fourth
quarter. Keep going!
Staying safe inside your homes has probably given you an
ample of time to do things you like most, like watching movies or
TV series. You may even have done a lot of reading or maybe you
have developed a new hobby. That’s great! Now, allow this module
to help you develop another communications skill and maybe it
could become your hobby, too.
In this module, you will be learning steps on how to make
an outline. Making an outline is very helpful when you are asked
to write an essay.

After going through this module, you are expected to:

1. Group word/phrases with similar ideas.
2. Identify main topic and supporting details.
3. Follow steps in making an outline.
4. Expand the ideas in an outline by using gathered sources.
5. Distinguish primary sources from secondary sources.
 Let Us Try

Are you ready to discover your new lesson? You must be very
excited right now! But before that let us try to check first your
previous knowledge that you may connect to our lesson! Let’s get
started!
Map It Out!
DIRECTIONS: Below are words inside the box. Here are the steps
on how you will do the activity:
1. Decide which of these words is the main topic. Write that on
the first box.
2. Then look for the three subtopics. Write that in the boxes in
the middle.
3. Then look for examples for each topic and write them on the
third line of boxes. Be sure that they belong to their correct
group.
4. There are words that are included in the list that do not
belong at all to this map. Watch out for them.
5. Write your answers on the graph below.

(Compare your answers with the answers in the Answer Key page
found at the end of this module. Check if you have done it
correctly)

poetry epic forms of arts music farce

forms of literature tragedy
drama ballad
prose short story comedy novel
legend haiku
Place your answers here:
5__

6__

2 _
7__

8__

1_ 9 _
3_

10__

11__

_4 12__

13__
 Let Us Study
Activity 1 Plan or Fail! Study these pictures. Then
answer the questions below.

1. Describe the first picture in the box.

2. Describe the second picture.
3. What is the difference between the pictures?
4. Who plans? Who fails? Why did you say so?

What is an outline?
Imagine looking at a skeleton of your body or a house whose
construction is still ongoing and what you see are just roofs and
frames. Well, an outline is just like this. An outline is a blueprint
or a plan of your writing piece or research paper. Do you know
that almost all good writing pieces are products of a good outline?
An outline allows the writer to come up with ideas and arrange
these ideas according to the relationship. As you move to a higher
level in high school, you will be asked to make writing pieces like
essays, short stories, and even research papers. In this module,
you will learn how to prepare your outline.
Study the diagram below:

Did you see the difference from box 1 to box 3? What have
you observed? If you notice the outline from box 1 to the last box
has expanded its content. It started with just main topics, then
main topics are added subtopics and subtopics are added
supporting details.

Here are additional points you need to remember in writing the

outline. Remember these are important points.

1. Think of a topic and decide on how you want to develop this

topic.
2. Decide the main topic and subtopic. The main topic and
subtopic must be related, meaning, they have the same
 idea. The subtopic is an expanded idea of the main topic.
You can expand the subtopic by adding supporting details.
3. Remember the symbols.
a. Romal Numeral is for main topic ( I., II., III.,….).
b. Capital letters is for subtopic (A., B., C., ….).
c. Arabic numbers is for supporting details (1., 2., 3., …).
d. Small letters are for more supporting details for supporting
details (a., b., c.,…) – if you will want to further expand your
outline.
4. First letter of main topic and subtopic and even the
supporting details must be written in capital letters.
5. Don’t forget the period after the Roman numerals, letters,
and Arabic numerals. You might be asking if you could add
another level or more level to your outline. Definitely, you
could.
6. Remember the alignments and indentions. (Look at the two-
level outline.)

Here’s an additional info that you need to know about

outline.
An outline has two major types:

1. Topic Outline
2. Sentence Outline

A topic outline contains words or phrases. A sentence outline

contains complete sentences.

A topic outline arranges your ideas by showing which are main

and which are subpoints), in the order you want, and shows what
you will talk about. As the name implies, it identifies all the little
subtopics that your paper will cover and shows how they relate.

A sentence outline does all of this, plus it shows exactly what you
will say about each subtopic. Each sentence, instead of simply
identifying a subtopic, expresses the specific and complete idea
that that section of the paper will cover as part of proving the
overall thesis.
This is an example of a topic outline

Forms of Literature
I. Literature

A. Definition
B. Influence on people

II. Different
forms of literature
A. Prose
1. Legend
2. Short Story
3. Novel
B. Poetry
1. Epic
2. Ballad
3. Haiku
C. Drama
1. Tragedy
2. Comedy
3. Farce
III. Conclusion

A. Literature as an art
B. Literature as part of man’s everyday life

This is an example of a sentence outline:

Forms of Literature
Now, where do you get these ideas for your outline and
writing piece?
Since you have your topic and have decided on how you will
develop it, the next thing you do is to find ideas for your outline
and writing piece. Where do you usually go? Will you ask other
people for their insights?
We get ideas and details from sources. Sources can be
primary or secondary. Now, what are primary sources and what
are secondary sources?
 Primary sources are original pieces of work. We use primary
sources to help us learn about an event, topic, or historical period.
Primary sources are:
1. letters
2. diary entries
3. original photographs
4. reports
5. speeches
6. surveys
7. newspaper articles that are published directly after an event
8. artwork
9. books (ex. novels)
10. performances, and many more

Secondary sources interpret, critique, or analyze primary

sources. Writers of secondary sources look at primary sources,
develop meaning from them, and create their own analysis of the
primary source. Secondary sources are:
1. reviews

2. essays

3. newspaper articles that analyze or discuss older

events/ideas (editorials, feature, column)
4. comments on blogs and articles

5. textbooks

Let me give you an example. When you read a book, say,

The Notebook by Nicholas Sparks. The book is a primary
source. When you read a review about this book, say, the
writer’s opinion on the characters and the manner on how the
author wrote this book, then this is a secondary source.

Let Us Practice
Now you are done reading the things you need to know about
outlining. Let’s try to check what you have understood from it by
answering these activities. Remember you can always go back and
review the mini-lesson above if there are some ideas you missed.
Activity 3. Primary or Secondary
DIRECTIONS: Determine if the following sources are primary or
secondary. Write P for primary and S for secondary.
1. Korean historical series, Scarlet Heart
2. An essay on how Korean drama influenced the behavior
of Filipinos
3. A survey on why more and more Filipinos are inclined to
watch Korean movies and series
4. Textbook on Korean History of Arts and Literature
5. Analysis of a Korean drama

Activity 4. Put us in a cluster!

DIRECTIONS: Study the words inside the bubble. Decide which
ideas come together. If you have already grouped them, identify
the main topic and the subtopic. Put your answers on the diagram
below. Write the main topic on the box at the top.

costumes, meter, setting, character, music, short story,

scheme, poem, dialogue, plot, rhyme, drama

_
 Let Us Remember
Did you do well in the previous activities? That’s great!
Let’s us try these
next activities to check what you have learned so far.
Activity 6: Let’s check it out!
DIRECTIONS: Answer the following questions below based on the
topic that you have just read. Supply the answer by putting your
answer on the blank before the number.
1. It is the plan of your writing piece.
2. It is an outline with main topic and subtopic.
3. It is an outline with main topic, subtopic and
supporting details.
4. It is a symbol for main topic.
5. It is written after the Arabic numbers.
6. It is how you write the first letter of the main topic and
subtopic.
7. It is a symbol for supporting details.
8. It is where we get ideas for our outline and writing
piece.
9. It is an interpretation or analysis of an original piece
of work.
10. It is an original work.

Let Us Assess
DIRECTIONS: Below are parts of the outline for a tutorial
in making a book review. You will make an outline by
identifying the main topic and subtopic for the outline. Remember
the steps in making the outline (symbols, punctuation,
capitalization, alignment, and indentions.) Place your outline
inside the box below. (The title of the outline is done for
you.)
Some of the information have a source written inside the
parenthesis. Put all together the primary sources and secondary
sources. Write their numbers inside their specific box. Number is
done for you.
Information for Making a Book Review
1. Brief description of the book (book)
1. Profile of the characters (book)
2. Introduction
3. Famous dialogue from characters (Taken from
an essay)
4. Setting of the book
5. Characters of the book
6. Author’s Name
7. Your point of view about the book
8. Appeal of the quotation to the society (Taken
from an essay)
9. Quotations from the book (Taken from an
essay)
10. Place
11.Appeal of the quotation to the readers (Taken
from an essay)
12. Time
13. Conclusion
14. Title of the book
15. Opinion of the book

PRIMARY SOURCES SECONDARY

SOURCES
1
 Let Us Reflect
Every single idea comes from a simple thought. This
could either result in success or failure. The outcome of any
thought depends so much on proper planning. When you don’t
plan at all, you are doomed to fail. Therefore, making a plan in
whatever you do is very important for you to achieve your goals.
This is also true when you are attempting to write. It is important
that you know how to make an outline before making any write-
ups. Remember, starting is never that easy, but you can make it
easier if you plan your piece first before writing. Planning for
writing is also called outlining.

References

Ahmed, Anzar. Literature and Its Influence on Human Life. Bijnor: Garhwal
Central University Uttarakhand, April 22, 2017,
http://data.conferenceworld.in/NCCW/P129-134.pdf.

Essay Outline Help. Total Assignment Help. San Jose:

n.d.,https://www.totalassignmenthelp.com/essay-outline-help.
Kirschenbaum, Michele . Primary and Secondary Sources. California: EasyBib,
November 8, 2017, https://www.easybib.com/guides/primary-
andsecondary-sources-video/.
Kyunghee Kim. Cultural Hybridity in the Contemporary Korean Culture Through
the Practice of Genre Transformation. Ontario: University of Ontario, June
28, 2018,
https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=7389&context=etd.
Lee, Keun-Wang and Hyun Hahm. The Characteristics of Korean Soap Opera.
Korea. International Journal of Multimedia and Ubiquitous Engineering,
2013, http://gvpress.com/journals/IJMUE/vol8_no5/25.pdf
Oldham, Davis. Research Paper Sentence Outline. Shoreline: Shoreline Community
College, April 11, 2014,
https://app.shoreline.edu/doldham/102/index.htm
Word Meaning. Collins English Dictionary. California: Harper Collins, 2012,
https://www.dictionary.com/ browse/.