WEEK 1 PATTERNS OF WRITTEN TEXT ACROSS DISCIPLINES

LESSONS 1-2
GENERAL INSTRUCTIONS: Read the specific directions carefully before answering the exercises and activities.
Accomplish this module on the Teacher’s given date. For online consultations, please refer to the given schedule.

ESSENTIAL LEARNING PURPOSES: At the end of these lessons, I am expected to:

A. Define at least three Patterns of Development using your own words;
M. Familiarize the following patterns of development 1 and 2: narration, description,
What do I definition, and exemplification, comparison and contras, cause and effect, problem-
need to solution, persuasion through oral recitation and;
know? T. Write a short essay using the different patterns of development.

Before going further, let us see if you can answer this exercise. I know you can do it! This will help
you to determine your prior knowledge about this topic. Good luck!

Directions: Look at the pictures and write a story about each of them. Then continue the story
using your imagination.
What I know?
REVIEW

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 1
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL
 Patterns of development help us sort out information and shape paragraphs or essays. They can
help organize an outline, or depending on the purpose they can determine the form that a paper will
take. Remember that most paper will use a combination of methods, working together in function
of each other.

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 2
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL
 Patterns of Development 1:

1. Narration
 Describes what, when, and where something happened.
 It is simply telling a story, usually from the viewpoint of one person.
 Narration can be found in any form of literature, including plays, short stories, poems,
novels, or even jokes. They are considered narration, or narrative as long as they tell a
story.

Example text:

Narrative Novel
Example:

"Landlord!" said I, "what sort of chap is he -- does he always keep such late hours?" It was now
hard upon twelve o'clock. The landlord chuckled again with his lean chuckle, and seemed to be
mightily tickled at something beyond my comprehension. "No," he answered, "generally he's an
early bird -- airley to bed and airley to rise -- yea, he's the bird what catches the worm. -- But to-
night he went out a peddling, you see, and I don't see what on earth keeps him so late, unless, may
be, he can't sell his head. “Can’t sell his head? -- What sort of a bamboozingly story is this you are
telling me?" getting into a towering rage. "Do you pretend to say, landlord, that this harpooner is
actually engaged this blessed Saturday night, or rather Sunday morning, in peddling his head
around this town?”

For further discussion, please go to: https://www.youtube.com/watch?

v=eC_DqAIgp08

2. Description
 Details what something looks like and its characteristics.
 Descriptive writing uses sensory writing and includes vivid and rich details. It portrays
certain events, people, or objects in a way that the reader can visualize what the writer is
describing. The writer uses figurative language, like metaphors and symbolism, to
enhance the sensory experience for the reader. In descriptive writing, the author does not
tell the reader what was seen, felt, tested, smelled, or heard. Rather, he describes
something that he experienced and, through his choice of words, makes it seem real. In
other words, descriptive writing is vivid, colorful, and detailed.

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 3
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL
 Example text:
•The sunset filled the entire sky with the deep color of rubies, setting the clouds ablaze.
•The waves crashed and danced along the shore, moving up and down in a graceful and
gentle rhythm like they were dancing.
•The painting was a field of flowers, with deep and rich blues and yellows atop vibrant green
stems that seemed to beckon you to reach right in and pick them.
•The old man was stooped and bent, his back making the shape of a C and his head bent so
far forward that his beard would nearly have touched his knobby knees had he been just a bit
taller.
•His deep and soulful blue eyes were like the color of the ocean on the clearest day you can
ever imagine.
•The soft fur of the dog felt like silk against my skin and her black coloring glistened as it
absorbed the sunlight, reflecting it back as a perfect, deep, dark mirror.

3. Definition
 Explains what something is in comparison to other members of its class, along
with any limitations.

Example Text:
“If someone or something is unaffected by an event or occurrence, they are not changed by it
in any way.”

This definition shows the typical grammar structure in which we use the word unaffected — after
a form of be (is, was, will be, etc.), and before the preposition by. So it tells you that we often say
“is unaffected by”, “was unaffected by”, “will be unaffected by”, etc. It also shows that people or
things can be unaffected by an event.
“You say that something is stupid to indicate that you do not like it or that it annoys you”.

The beginning of this definition (“You say that...”) shows that you use the word stupid to talk
about your feelings, and not about facts. If you say to somebody “You’re stupid”, you don’t mean

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 4
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL
 that the person is not intelligent. You simply mean that you don’t like them.
In tennis, an ace is a serve which is so fast that the other player cannot reach the ball”.
This is the definition of one of the meanings of ace. It gives you the context of this meaning — it
tells you that you use it when talking about tennis.

4. Exemplification\Classification
 Provides typical cases or examples of something.

Example Text:
An exemplification paragraph develops a general statement--the topic sentence--with one or
more specific examples. Not only do these examples illustrate and explain the topic sentence, but
they also make your writing more interesting and more convincing.

The following paragraph about the Woodstock festival uses a number of short examples to
illustrate its main idea:

In most respects, after all, Woodstock was a disaster. To begin with, it rained and rained for
weeks before the festival, and then, of course, it rained during the festival. The promoters lost
weeks of preparation time when the site had to be switched twice. They rented Yasgur’s field less
than a month before the concert. The stage wasn’t finished, and the sound system was stitched
together perilously close to the start of the show. As soon as the festival opened, the water- and
food-delivery arrangements broke down, the gates and fences disintegrated, and tens of thousands
of new bodies kept pouring in. (One powerful lure was the rumor that the revered Bob Dylan was
going to perform; he wasn’t.) In response to an emergency appeal for volunteers, fifty doctors
were flown in. The Air Force brought in food on Huey helicopters, and the Women’s Community
Center in Monticello sent thirty thousand sandwiches. One kid was killed as he was run over by a
tractor, one died of appendicitis, and another died of a drug overdose.
Hal Espen, “The Woodstock Wars”

The writer of this paragraph piles on many examples, one after the other, to support his main
idea. Each example gives a specific illustration of how Woodstock was a disaster: it rained, the
promoters had to switch sites, water and food were not delivered as planned, and so on.
If a single example is particularly vivid and compelling, it can sometimes be enough to
support a topic sentence. The following paragraph uses one extended example to support its main
idea--that fear can move one to action.

Classification Paragraph
Different students attend various types of schools; however, they can usually be classified
as either public, private religious, private non-religious, or alternative. Public schools are funded
by the state, and the majority of students in the United States attend them. Private religious
schools are based around a particular faith, such as Catholicism, Judaism, and so forth. The
religion is part of the everyday lives of the students and they also learn about the faiths. All types
of private schools do not receive state funding. Therefore, private non-religious schools are simply
just that: schools which do not receive state funding and have the ability to make their own rules.
Alternative schools can be made up of a variety of different categories, such as the Montessori
program or technical schools. Most students who attend class in an actual school building go to
one of these types of institutions.

PATTERNS OF DEVELOPMENT 2:

1. Comparison and contrast

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 5
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL
  Tells how something is like other things or how something is different from other things.

Example Text:
Contrast Paragraph

Even though Arizona and Rhode Island are both states of the U.S., they are strikingly
different in many ways. For example, the physical size of each state is different. Arizona is large,
having an area of 114,000 square miles, whereas Rhode Island is only about a tenth the size,
having an area of only 1,214 square miles. Another difference is in the size of the population of
each state. Arizona has about four million people living in it, but Rhode Island has less than one
million. The two states also differ in the kinds of natural environments that each has. For example,
Arizona is a very dry state, consisting of large desert areas that do not receive much rainfall every
year. However, Rhode Island is located in a temperate zone and receives an average of 44 inches
of rain per year. In addition, while Arizona is a landlocked state and thus has no seashore, Rhode
Island lies on the Atlantic Ocean and does have a significant coastline.

Comparison Paragraph
My hometown and my college town have several things in common. First, both
are small rural communities. For example, my hometown, Gridlock, has a population of only
about 10,000 people. Similarly, my college town, Subnormal, consists of about 11,000 local
residents. This population swells to 15,000 people when the college students are attending classes.
A second way in which these two towns are similar is that they are both located in rural areas.
Gridlock is surrounded by many acres of farmland which is devoted mainly to growing corn and
soybeans. In the same way, Subnormal lies in the center of farmland which is used to raise hogs
and cattle.

2. Cause and Effect

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 6
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL
  Details why something happens, what causes it, what are the effects and how it is related
to something else.

Example Text:
When water is heated, the molecules move quickly, therefore the water boils. A tornado
blew the roof off the house, and as a result, the family had to find another place to live. Because
the alarm was not set, we were late for work.

3. Problem-Solution
 In composition, problem-solution is a method for analyzing and writing about a topic by
identifying a problem and proposing one or more solutions.
 A problem-solution essay is a type of argument. "This sort of essay involves
argumentation in that the writer seeks to convince the reader to take a particular course of
action. In explaining the problem, it may also need to persuade the reader concerning
specific causes" (Dave Kemper et al., Fusion: Integrated Reading and Writing, 2016).

Example Text:

Problem
Drug abuse causes multiple problems for countries and communities. The medical and
psychological effects are very obvious. Addicts cannot function as normal members of
society. They neglect or abuse their families, and eventually require expensive treatment
or hospitalization. The second effect is on crime. Huge police resources are needed to
fight smuggling and dealing. Criminal gangs and mafia underworlds develop with the
money from drugs.

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 7
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL
 Solution
However, the menace of drugs can be fought. Education is the first battle. Children need to
be told at home and in school about drugs. People need to be aware of the effects so that they can
avoid this problem. A second approach is to increase police manpower and create effective laws to
stop dealers.
However, the main target should be the user
: Families and counselors need to talk to children and people at risk. Parents need to look at their
children and help them to become responsible. Worthwhile jobs and housing are also needed to
give people a role in society.

4. Persuasion
 Describes an issue and your position or opinion on the subject.
 To convince

Example Text:
Barack Obama makes a public speech a night before his election campaign in Virginia on
November 3, 2008 by saying,
“This country is more decent than one where a woman in Ohio, on the brink of
retirement, finds herself one illness away from disaster after a lifetime of hard work…This country
is more generous than one where a man in Indiana has to pack up the equipment he’s worked on
for twenty years and watch it shipped off to China… We are more compassionate than a
government that lets veterans sleep on our streets and families slide into poverty; that sits on its
hands while a major American city drowns before our eyes…”
This emotional speech plays on the sense of the guilt of people — the reason that it is a good
example of pathos. Although Obama employs snob appeal fallacy in his argument, however, it is a
very influential and emotional appeal.

For further discussion please go to: https://www.youtube.com/watch?

v=twPcrUHrLJI

Before going further, let us see if you can answer this exercise. I know you can do it! This will
help you to determine your prior knowledge about this topic. Good luck! Answer this question.
Refer to the rubric below. (10 pts)

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 8
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL
 Short Quiz

WHAT’S
MORE?

1.Choose at least 3 Patterns of Development and define it using your own words.

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Areas of 4 3 2 1
Assessment
Ideas Presents ideas in Presents ideas in Ideas are too Ideas are vague
an original a consistent general or unclear
manner manner
Organization Strong and Organized Some No organization;
organized beg/mid/end organization; lack beg/mid/end
beg/mid/end attempt at a
beg/mid/end
Understanding Writing shows Writing shows a Writing shows Writing shows
strong clear adequate little
understanding understanding understanding understanding
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or flow
meaning; flows sentences mostly sentences need to
throughout the flow flow
piece
Mechanics Few (if any) Few errors Several errors Numerous errors
errors

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 9
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL
 Now, let us check your progress. Identify what Pattern of Development are the following
statements. Choose the letter of the correct answer. (5 pts)

1. Baking and sharing Christmas cookies is my favorite holiday tradition.

a. narration
WHAT I CAN b. description
DO? c. definition
d. problem-solution
2. The table at my grandmother's Thanksgiving dinner is covered with delicious, great
smelling, and colorful holiday dishes.
a. definition
b. description
c. problem-solution
d. exemplification/Classification

3. Because they cannot easily prepare their own food, many college students who live
in the dorms are on a diet of fast food, junk food, or snacks.
a. cause and effect
b. problem-solution
c. persuasion
d. definition
4. A pizza is a flat bread, which may be covered with tomato sauce, cheeses, and a
variety of toppings.
a. definition
b. description
c. problem-solution
d. comparison and contrast
5. Italian food in Italy is very different from American Italian food because of regional
variations and because of availability of ingredients.
a. cause and effect
b. problem-solution
c. exemplification/classification
d. comparison and contrast

Explorer! Let us now test what you have learned in our adventure! I know you can answer these
questions! Good luck! Being guided with the attached rubrics, accomplished the activity in this
section of the module. Write your answer on the last page after references. (5 pts each)
Answer the following:

ASSESSMENT For Patterns of Development 1:

1. Narrate about your memorable birthday.

2. Describe your home.
3. Define your concept of a Hero.
4. Give an example of what you consider as successful people.
5. What are the types of eating disorders?

For Patterns of Development 2:

1. Compare and contrast the language of poetry and the language of science
2. What are the causes and effects of dropping out of school?
3. What can teenagers do to limit the risk of chronic lifestyle disease?

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 10
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL
 Areas of 4 3 2 1
Assessment
Ideas Presents ideas in Presents ideas in Ideas are too Ideas are vague
an original a consistent general or unclear
manner manner
Organization Strong and Organized Some No organization;
organized beg/mid/end organization; lack beg/mid/end
beg/mid/end attempt at a
beg/mid/end
Understanding Writing shows Writing shows a Writing shows Writing shows
strong clear adequate little
understanding understanding understanding understanding
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or flow
meaning; flows sentences mostly sentences need to
throughout the flow flow
piece
Mechanics Few (if any) Few errors Several errors Numerous errors
errors

Explorer! Please take time to watch the following videos attached in this section before you
proceed to the next lesson. For now, you may take your break.

ENRICHMENT
Video Links:
1. https://www.youtube.com/watch?v=twPcrUHrLJI
2. https://www.youtube.com/watch?v=eC_DqAIgp08

NEXT LESSON: Properties of a Well-Written Text

Jemino J. M. (n.d.). Patterns of Development, Types, and Examples: Retrieved from:

https://www.academia.edu/31585690/I._Patterns_of_Development_in_Writing_A._Na
rration
REFERENCES

HOLY TRINITY COLLEGE OF GENERAL SANTOS CITY | SENIOR HIGH SCHOOL PROGRAM 11
MODULE IN READING AND WRITING | STEM, HUMSS, ABM, TVL