PATTERNS OF DEVELOPMENT

Narration
 tells a story. It relates an incident or a series of events that leads to a
conclusion or ending. It tells the reader when, where and what
happened. It reveals what a reader should learn.

Narrative Paragraph
 contains action verbs and transition words that indicate time or
sequence. It should tell what is happening and when it happened as
well as explain who is in the story. Here are some of the transition
words that are used in writing a narrative paragraph.

Transition words:
 first, second, etc , after, next, eventually, soon, meanwhile, a short time
later, during, at the same time, simultaneously, suddenly, instantly,
momentarily, the next day, following, thereafter , in the end, ultimately

Narrative Techniques
 Plot Structure
- patterns the events of a story from. Having beginning,
middle,and ending
 Characters
- person, animal, being, creature, or thing in a story. It performs
or speaks dialogue and moves the story along the plotline
 Point of View
- the perspective from which a narrative is told
- First POV: employs the I or WE pronouns
- Second POV: told through the pronoun YOU
- Third POV: uses HE, SHE, and THEY
  Setting
- refers to the time and place of the story. It may include the
environment which can be made up of the physical location,
climate, weather, and the social or cultural surroundings
 Theme
- central idea, topic or point of a story or narrative. It is the story’s
underlying message or big idea
 Atmosphere
- overall mood of the story. It takes the readers toward the story is
happening and let them experience it must like the characters

Narrative Styles
 Imagery
 Simile
 Metaphor
 Hyperbole
 Personification
 Irony

Narrative Devices
 Anecdote - Brief narratives that are written from the writer’s memory
 Flashback - An event that happened in the past; ―Flashing back‖ or
quickly looking at something that had already happened
 Time Stretch - A single event in the story that the author focuses
writing about
 Time Summary - Characterized by jamming together multiple events
and/or shortening a relatively long period of time
 Flash forward - An event that has yet to happen in the story; ―Flashing
forward‖ or quickly looking at something that will happen in the future
 Dialogue/s - A word or series of words enclosed in a pair of quotation
marks which signal/s the character’s spoken language
Description
 is a pattern of development which goes into details about a specific
object, person, or location, in order to firmly set its appearance. It
answers the questions: What does it look like? and What are its
characteristics?
 gives information of what a person, an object, a place, or a situation is
like in a reader‟s mind. It appeals to the reader‟s senses

Characteristics of Description
1. It has a clear focus and sense of purpose
2. It uses sensory details and precise words
3. It presents details in a logical order.

Techniques used in writing a Descriptive Paragraph

 Choose a meaningful subject
 Make unique observations
 Engage the senses
 Include figurative language
 Form a pattern

Varietes of Description
 Objective Description
- This looks into factual and scientific characteristics of what is
being described as objectively as possible.
 Subjective Description
- It is a sort of description that the author would normally use to
paint the picture of how he sees a character or how he wants the
reader to see a character.

Descriptive Signal Words

 Above, across, along, below, beneath, appears to be , outside, over,
under, looks like, near, down, between, onto, on top of, to the right,etc.
Definition
 explains a concept, term, or subject. Its main purpose is not only to tell
what something means or is, but also what something does, what
something is used for, what something looks like, etc. It consists of three
parts: (1) the term, concept, or subject to be defined; (2) the general
class to which it belongs, and (3) the characteristics that differentiate it
from the other members of its class. This pattern of development is
commonly used in the sciences, humanities, and business.

Types of Definition
 Formal Definition
- The meaning of a word that consists of three parts: the term, the
part of speech to which it belongs, and all the traits or
characteristics that set it apart from every other item in that class.
 Informal definition
- the meaning of a word that is explained using known words or
examples to define an unknown term. These definitions may be
synonyms or antonyms introduced by or, in other words, or like.
 Extended Definition
- the meaning of an idea or word that has components of both
informal and formal definitions, but is presented in a longer
paragraph format. Generally, it has components of both informal
and formal definitions.

Techniques in writing a Definition Essay

 Analysis - It is the process of breaking down a concept into its
constituent parts.
 Collocations - These are words or expressions that are usually almost
immediately associated with the concept you are trying to define.
 Comparison - It is associating the word or expression you are trying to
define with something else not necessarily synonymous with it.
 Contrast - It is understanding how at least two similar concepts are
different from each other.
 Etymology - It explains the evolution of a word or how it has come to be.
 Exemplification and Illustration - Exemplification is done by giving
examples, while illustration is by giving an example and elaborating on
the concept.
 Extended Definition - It is the personal interpretation of an author to an
abstract and multifaceted concept.
 Function - It is knowing the purpose of a word/concept.
 Synonyms - It is a single word or phrase that shares almost the same
meaning with the concept you are trying to define.
 Class - It is putting the topic in a broad category to explain the term.
 Negation - In this technique, the writer first says something is not, and
then says what it is.

Exemplification
 it provides examples and illustrations to further clarify or explain
the concept or subject matter. It also presents a general statement
then provides specific and concrete examples to expound on the
main idea.
 after all, for instance, namely, that is, as an example, in other words,
put another way, to be specific, in particular , to clarify, and etc.
Classification
 things are divided into groups, classes, or categories. Ideas are
organized into divisions based on criteria or standards. The group
category should have a single basis of classification, and the
grouping or categorization must suit the purpose.
 Another, classified as, one kind, the last group, another kind, final
type, the first category, the next part
Comparison and Contrast
 development, ideas are organized based on how events, places,
people, things, and concepts are similar to or different from one
another. It can either be separately or side-by side.
Comparison
 To compare persons, things, places, events, situations, or ideas is to
show how they are alike. You need to identify the points of
comparison and make a list of similar characteristics.
 also, equally, in the same way, similarly, as, in a similar fashion, like,
to compare, both, in comparison, and likewise.
Contrast
 to show how they are different. To do so, you need to make a list of
the characteristics or qualities of the subjects and then identify the
differences between them.
 although, despite, instead, otherwise, and yet, even so, however, still,
as opposed to, even though, nevertheless, the fact remains, and etc.

Cause and Effect

 explains why something happens or what results a particular event
produces. It analyzes the causes or effects of a certain situation.
When we say cause, it refers to reason for, or events leading, while
effect refers to the results of a cause or causes. A cause is simply
―why something happens,‖ and an effect is ―what happens.‖
Together, they can be used as a pattern of development in writing.
 CAUSE: as for, in view of, owing to, because of the fact, for the
reason that, in as much as, seeing that, being that, in that, one
reason, since, due to the fact
 EFFECT: accordingly, consequently, in sequence, so that, as a
consequence, for this reason, so therefore, as a result of this, hence,
so much that, thus and because of this
Ways on How to Use the Cause-and-Effect Pattern in Writing
 Cause to Effect
- In this type of organization, the cause, which can be an event or
action, can be stated right at the beginning of a paragraph,
followed by sentences stating the effects.
 Effect to Cause
- In this manner, the effect can be stated at the beginning of the
text, followed by sentences and paragraphs that expound on the
causes.
 Consecutive Cause and Effect
- In this type of organization, the causes, each with its
corresponding effect, are tackled one by one in a few sentences or
a paragraph.

Problem-Solution
 A problem is defined as an unsatisfactory situation that causes
troubles or difficulties that need to be solved. Thus, it necessitates a
solution, a way to deal with the situation so that the troubles or
difficulties are removed
 but first, second, nonetheless, the problem, the solution, one reason,
one solution is, one way is, and etc.

Variations of the Problem-Solution Pattern

 Problem-Solution - This is a pattern that has a straightforward
approach.
 Problem-Cause-Solution - In this pattern, the cause of the problem
is identified and analysed before a possible solution is presented.
 Problem-Process-Solution - This pattern discusses the process or
procedure extensively. The discussion addresses the problem while
the readers are led to the solutions.
Persuasion
 is the act or process convincing a certain audience to concede to a
point, idea, or belief or to be moved to a certain course of action.
Persuasive writing intends to convince readers to believe in an idea
or opinion. It’s a form of non-fiction writing the writer uses to
develop logical arguments, making use of carefully chosen words and
phrases.
 EMPHASIZING A POINT: again, in that case, to emphasize, truly, for
this reason, indeed, to repeat, with this in mind, in fact
 CONCEDING A POINT: admittedly, it is true that, obviously, true,
assuredly, needless to say, of course, undoubtedly, certainly, and etc.
 CONCLUDING AND SUMMARIZING: accordingly, consequently, in
brief, inevitably, in a nutshell, all in all, due to, in conclusion, and etc.
 SENTENCE STARTERS: I believe that, It is vital that, I am sure, I
know, I have to say that, In my opinion, You must agree that, and etc.
TECHNIQUES IN DEVELOPING A PERSUASIVE PARAGRAPH
 Presenting strong evidence such as facts and statistics,
statements of expert authorities, and research findings establishes
credibility to the writing.
 Concrete, relevant, and reasonable examples can enhance
the writer’s idea or opinion. They can be based on observations or
the writer’s personal experience.
 Accurate, current, and balanced information adds to the
credibility of persuasive writing. The writer does not only present
evidence that favors his or her ideas, but he or she also
acknowledges some evidence that opposes his or her own.
 Attacking an opposing view is asserting your opinion by
attacking or criticizing someone oran opposing idea. Belittling
someone's idea, dismissing the credibility of someone or an idea,
and making fun of someone's idea are some forms of attack that can
be used to strengthen your opinion.
PROPERTIES OF A WELL-WRITTEN TEXT
Paragraph
 is a group of sentences. A good paragraph has the following: (1) a
single main idea, (2) topic sentence, and (3) supporting details that
further explain or elaborate the main idea.
 The main idea is the main point or central idea in the paragraph. It is
stated in the topic sentence, which can be found in the beginning,
middle, or end of the paragraph.
 Then, the main idea is elaborated, supported, or explained by
supporting details or supporting ideas in the paragraph.

Typical Structure of a Text

 Introduction
- This part prepares the readers for the information that they are
about to read from the text. It provides the necessary context or
background about the topic of the text. This part usually contains
the thesis statement, a sentence that states the main idea or focus
of the entire text. This part arouses the reader‟s interest and sets
the tone of the writer.
 Body
- This part develops the thesis statement. It gives examples, details,
facts, or reasons to support the statement.
 Conclusion
- This part ties the ideas in the text together and leaves the reader
with a sense of completion. In this part, the thesis is usually
restated, and writers can make a recommendation or a
prediction, or they can ask a question that will lead the readers to
think back upon the subject.
Organization
 It is also known as arrangement and is achieved when ideas are
logically and accurately arranged with focus on the arrangement of
ideas, incidents, evidence, or details in a definite order in a
paragraph, essay, or speech. It can be done with a recognizable plan
that defines one sentence connection to the other sentence and
paragraph to the other paragraph. Organization can be achieved
through the following techniques:
PHYSICAL FORMAT
 It is seen in how the text physically appears like headings and
subheadings, bullet points or font emphasis. However, using this
technique with discretion as improper or superfluous formatting
can be confusing.
SIGNAL WORDS
 These are textual cues that readers can use to follow a text. They can
―signal‖ the transition from one point to another, the ordering of
events and concepts, or the writer’s chosen text
STRUCTURE
 The structure provides the framework upon which the text is
organized. It consists of the following:
 Beginning: introduction, thesis statement, hook
 Middle: supporting details
 End: conclusion, summary, final message

Coherence
 is the quality of being logical and well-organized. The details of a
coherent paragraph follow a certain logical order; the connections
between the ideas are reinforced by transitional devices.
Transitional devices help connect words. They allow smooth flow
between words by linking a thought from one sentence to another or
from one paragraph to the next.It refers to the overall sense of unity.
Logical Patterns
 Chronological order – This gives a sequence of events. The writer
tells what happened first, second, third, and so on.
 Spatial order – the details are arranged according to how things fit
together in a physical space—that is, where one thing exists in
relation to another. This pattern works well when a writer wishes to
create a mental picture of something that has various parts
distinguished by physical location.
 Order of importance – the details are arranged from the least
important idea to the most important one, or vice versa
 Compare and contrast – the details are arranged according to how
two or more things are similar to and different from one another.
 Topical order – This is the most commonly used format. It will
typically work when the other patterns do not. In this order, the
details are arranged according to different subtopics within a larger
topic, or the ―types‖ of things that fall within a larger category. Using
this pattern, each ―type‖represents a main section of information.
 Cohesion refers to the unity of ideas in a paragraph. Every detail in a
paragraph should support the main idea. Cohesion is the connection of
ideas in the sentence level.
 Coherence is the connection of ideas to the central concept of a text
while cohesion is the relationship of ideas between sentences. Both
should be present in your text because having one without the other will
still create confusion for readers.

Cohesion Without Coherence

 A text with cohesion has a central concept or “glue” that holds all the
different ideas together. Although without coherence, there is no
apparent logic to the way these ideas are presented. The writer
appears to move on to another related idea without a proper
transition from the previous idea.
Coherence Without Cohesion
 A text with coherence has ideas that are logically sequenced in a
way that is easy to follow for the reader. Although without cohesion,
no central concept links all these ideas together. The main point of
the text remains unclear for readers.
 Unity is achieved when a composition is focused on one idea. In a
unified text, all supporting ideas are relevant to the main thought.
Without unity, text will be confusing.

Language Use
 is one of the clearest indicators of a well written text. It enables
writers to effectively communicate ideas without confusing the
reader. An effective language is: Specific, Concise, Familiar, Correct,
and Appropriate
Formal language
 is generally the accepted standard and is widely used in books,
magazines, newspapers, research papers, and journals. This is the
language that subscribes to the conventions in writing in which the
tone, choice of words, and the way the words are put in a less
personal way.
Informal Language
 It is more casual and spontaneous which may include slang, local
expressions, or even text messaging style of writing. The tone of
informal language is more friendly and personal.
 When you write, you should also make sure that the language you use is
direct and simple rather than complicated so that readers would easily
understand the text.
 You should also be sensitive enough to use unbiased language so that
you will not offend any individual or any particular group of people.
Unbiased language is language that is free of racial bias, free of religious
bias, and free of gender bias.
 Proper language use allows you to capture the message that you want to
convey to your readers. It is all about choosing the right words that
accurately capture your ideas. However, writers sometimes encounter
problems with the following:

MISUSED WORDS
 Words might be used incorrectly by writers, and this occurs when
the word does not mean what he or she thinks it does. So, it is vital
to be certain of the definition of a word before using it; this often
happens with words that sound or look alike.
WORDS WITH UNWANTED CONNOTATIONS
 There are words that take on a meaning specific to a context.
Depending on how a word has been used over time, it may have a
positive or negative connotation. Some writers might not be aware of
these connotations, so they end up using language that is
unintentionally confusing, comical or even offensive to readers.
TECHNICAL OR HIGHFALUTIN WORDS
 Some writers want to sound smart by using words that are very
technical or have deep meanings. Though some writing genres
require the use of such words, writers should still be careful about
using them since they make readers work harder to understand
texts.

Levels of In Langauge Use

 Informal/ Personal - slang, local expressions, text messaging
 Standard/Academic - widely accepted words and phrases found in
books, magazines, and newspapers
 Business/Technical - scientific terms, jargons, and special
expressions
Principles in Language Use/Diction
 Omit needless words – write briefly but substantially. When your
sentence contains words that do not bring any action, remove those
words. Make sure that every word plays a purpose.
 Use definite, specific, concrete language – Remember that the more
specific you discuss and write about the topic the better your
readers will understand it.
 Use simple language – The aim of writing is to communicate and the
best way to communicate is by using language that both the writer
and the reader understand. After all, communicate comes from the
word ―common‖. This means that the writers and the readers must
reach a common idea about the topic that was written about.
 Avoid sexist language
- When possible and contextually appropriate, use nouns and
pronouns that are gender- neutral rather than gender-specific.
- When referring to people in general, use plural pronouns ―s/he‖
or ―he or she‖ instead of gender-linked pronouns.
- When a singular pronoun is needed, use the “singular they” with a
singular antecedent. In these examples, the antecedents are ―the
patient‖ and ―someone.‖
- When in doubt, use gender-neutral salutations.

Five Major Issues identified by (Purdue Online Writing Lab 2020):

 First, the formality of the language
 Second, jargons or specialized language
 Third, slangs and idioms should be avoided.
 Fourth, euphemisms or words that veil the truth shall also be avoided.
 Fifth, avoid using any biased language including those associated with
any racial, ethnic group, or gender.
Mechanics
 play an important role as one of the properties of a well-written
text. Generally, mechanics is essential in all types of writing
because it describes the technical aspects of writing. It also serves
as a road sign to guide learners like you on how to use words
appropriately in terms of following conventions
SPELLING
 When you write, always make sure that you are consistently using
one standard with regard to the spelling of your words. Remember
that there are slight differences in American English spelling and
British English spelling.
CAPITALIZATION
 the act of writing the first letter of a word in uppercase while the
rest of the letters are in lowercase. You must also remember that
there are specific cases when special care must be followed.
1. Capitalize the first word of a document and the first word after a
period.
2. Capitalize proper nouns—and adjectives derived from proper
nouns. E.g. San Juanico Bridge, Shakespearean sonnet
3. Titles are not the same as occupations. Do not capitalize
occupations before full names. E.g. director Steven Spielberg
4. Capitalize a formal title when it is used as a direct address. The
more formal the title, the more likely it is to be capitalized. E.g.
Will you take my temperature, Doctor?
5. Capitalize nicknames in all cases. E.g. I just met two guys named
Junior and Scooter.
6. Capitalize specific geographical regions. Do not capitalize points of
the compass. E.g. We had three relatives visit from the West.
7. In general, do not capitalize the word the before proper nouns. E.g.
We visited the Grand Canyon.
 8. It is not necessary to capitalize city, town, county, etc., if it comes
before the proper name. E.g. New York City.
9. Always capitalize the first word in a complete quotation, even
midsentence. E.g. Lamarr said, "The case is far from over, and we
will win."
10. Do not capitalize quoted material that continues a sentence. E.g.
Lamarr said that the case was "far from over" and that "we will
win."
11. Capitalize the names of specific course titles, but not general
academic subjects. E.g. I must take history and Algebra 101.
12. Capitalize art movements. E.g. I like Surrealism, but I never
understood Abstract Expressionism.
13. Do not capitalize the first item in a list that follows a colon. E.g.
Bring the following: paper, a pencil, and a snack.

PUNCTUATION
 Punctuation is the act of using a system of symbols such as the
comma, period, quotation marks, question marks, etc. that are
used to give structure to and organize a text. The use of
punctuation guides the reader regarding how the text should be
read.
Examples:
● I love to paint portraits I would paint one every day if I had the time
● I love to paint portraits. I would paint one every day if I had the time.
● This book is dedicated to my parents, Noel and Corazon.
● This book is dedicated to my parents, Noel, and Corazon.
EXPLICIT AND IMPLICIT CLAIMS IN WRITTEN TEXT
 An information is explicit when it is stated in the text. The readers
can see the piece of information stated in the given passage. On the
other hand, when it is implicit, when the information is not directly
presented in the text.

Claims
 is a statement that is not considered accepted by all. It may be
universified or controversial to a certain degree. It is usually related
to one side of an issue. If so, the claim is also called a position. In
persuasive or argumentative writing, the central claim made is
called the thesis, which determines and limits the scope of the topic.

TYPES OF CLAIMS
Claims of Fact
 relate to the statements that can be verified, no matter how difficult.
They are not dependent merely on a person’s preference, but can be
true or false. Facts that are universally accepted are NOT considered
claims of facts because there is no more disagreement about their
truthfulness.

Claim of Policy
 argues that something SHOULD/ SHOULD NOT be done, believed,
banned, etc. It argues for a course of action. It is also called the
Problem-Solution technique.

Claims of Value
 asserts judgement whether it is good or bad, more or less desirable.
It attempts to show that something is wrong/right, moral/immoral,
beautiful/ugly. This claim is often influenced by morals, beliefs and
preferences.
CONTEXT OF TEXT DEVELOPMENT: Hypertext and Intertext
Context
 is defined as the social, cultural, political, historical, and other
related circumstances that surround the text and from the terms
from which it can be better understood and evaluated.

Hypertext
 presents a new way to read on-line text that differs from reading the
standard linear text. Texts are typically presented in a linear form, in
which there is a single way to progress through the text, starting at
the beginning and reading to the end. However, in hypertext,
information can be presented in a semantic network in which
multiple related sections of the text are connected to each other.
 in reading with hypertext, you are given more flexibility and
personalization because you get to select the order in which you
read the text and focus on information that is relevant to your
background and interests.

Intertext
 is the modeling of a text's meaning by another text. It is defined as
the connections between language, images, characters, themes, or
subjects depending on their similarities in language, genre or
discourse.
 The definition of intertextuality was created by the French
semiotician Julia Kristeva in the 1960s. She created the term from
the Latin word intertexto, which means “to intermingle while
weaving.”
 Intertextuality is also a literary discourse strategy (Gadavanij, n.d.)
utilised by writers in novels, poetry, theatre and even in non-written
texts (such as performances and digital media).
FUNCTION OF INTERTEXTUALITY
 A majority of writers borrow ideas from previous works to give a
layer of meaning to their own works. Since readers take influence
from other texts, and while reading new texts they sift through
archives, this device gives them relevance and clarifies their
understanding of the new texts.

EFFECTIVENESS OF INTERTEXTUALITY
 can often depend quite a bit on the reader‟s prior knowledge and
understanding before reading the secondary text; parodies and
allusions depend on the reader knowing what is being parodied or
alluded to.

INTERTEXT vs. PLAGIARISM

 Intertextuality does not require citing or referencing punctuation
(such as quotation marks) and is often mistaken for plagiarism

INTERTEXT IN COMMON SPEECH

1. You are a Solomon when it comes to making decisions. (It means
he/she is wise which is an allusion to King Solomon of the Bible who
is known for his wisdom)
2. I’m sure that you’re the culprit. I could almost see your nose
growing. (The sentence alludes to the literary character Pinocchio)

TYPES OF INTERTEXTUALITY
Obligatory Intertextuality
 when the writer deliberately invokes a comparison or association
between two (or more) texts. It relies on the reading or
understanding of a prior hypotext, before full comprehension of the
hypertext can be achieved
Optional Intertextuality
 The intent of the writer is to pay homage to the „original‟ writers, or
to reward those who have read the hypotext. However, the reading
of this hypotext is not necessary to the understanding of the
hypertext.

Accidental Intertextuality
 is when readers often connect a text with another text, cultural
practice or a personal experience, without there being any tangible
anchorpoint within the original text (John Fitzsimmons). The writer
has no intention of making an intertextual reference and it is
completely upon the reader‟s own prior knowledge that these
connections are made.