Patterns of Development

Definition
 Clarifies or explains concepts by answering "What
does it mean?”
 Term to be defined.
 Detailed explanation with examples or descriptions.
Tools: Spider map for better understanding.
Signal Words: is defined as, means, refers to, to define,
illustrate, as defined.

Exemplification
 Expounds on a general idea with specific examples.
 General statement.
 Specific and concrete examples.
Tools: Spider map for visualization.
Signal Words: for example, for instance, to illustrate,
specifically, in particular.

Description (Sensory and Spatial)

 Provides details using sensory (five senses) or spatial
(physical space) patterns.
 Sensory (evocative or informational) and spatial
descriptions.
 Progression of details.
Tools: Concept map for clarity.
Signal Words: above, below, around, near, behind,
alongside, on top of, in front of.
Chronology/Procedure
 Organizes ideas/events according to time (narration
or process).
 Sequence of events (narration).
 Stages or steps (process).
Tools: Chain of events or cycle diagrams.
Signal Words: first, next, then, after, finally, before,
during, meanwhile, at the same time.
Listing
 Presents a series of items without a chronological
order.
 Enumeration of facts, examples, features, or reasons.
Signal Words: additionally, furthermore, also, in
addition, another, moreover, next, and.

Comparison-Contrast
 Highlights similarities and differences.
 Comparison: Similarities.
 Contrast: Differences.
 Arranged separately or side-by-side.
Tools: Venn diagram or matrix.
Signal Words:
Comparison: also, like, similarly, both, in the same way.
Contrast: but, however, although, unlike, instead,
whereas.
Classification and Division
 Organizes ideas into categories or groups based on
specific criteria.
 Superordinate ideas: Larger group.
 Subordinate ideas: Subcategories.
Tools: Network tree diagram.
Signal Words: classified as, one kind, the first category,
another type.

Cause and Effect

 Explains the relationship between causes and
consequences.
 Cause: Reasons.
 Effect: Results.
 May discuss both or focus on one.
Tools: Fishbone diagram or other causal maps.
Signal Words:
Cause: because, due to, since, owing to, in view of.
Effect: as a result, therefore, hence, thus, consequently.

Problem-Solution
 Identifies problems and proposes solutions.
 Problem: What, who, when, where, why, and how.
 Solution: Effects, steps, and implementation.
Tools: Problem-solution map.
Signal Words: the problem, the solution, one way is,
one solution is.

Persuasion
 Builds arguments with evidence to support a
conclusion.
 Issue.
 Position or argument.
 Supporting evidence.
Tools: Persuasion map.
Signal Words:
Emphasizing a point: indeed, in fact, to repeat, truly.
Concluding: in conclusion, in summary, to sum up, as a
result.
Conceding a point: admittedly, granted, obviously,
certainly.

Properties of a Well-Written Text

I. Unity
 Achieved when the composition focuses on one main
idea.
 All supporting details and ideas are relevant to the
main thought.
 Without unity, the text becomes confusing and hard
to follow.
II. Coherence and Cohesion
 Coherence: Logical connection of ideas at the
conceptual level, seen through well-defended
arguments and organized points.
 Cohesion: Smooth connection of ideas at the
sentence level, achieved through:
1. Pronouns: Avoid repeating the same word
unnecessarily.
2. Transition devices: Link related sentences.
3. Repetition of keywords: Subtly tie paragraphs
together.

III. Organization
 Achieved when ideas are logically and accurately
arranged.
 Knowledge of the parts of a composition helps in
organizing ideas effectively.
 Sentences within paragraphs must also follow a
logical order.

IV. Language Use

1. Use clear and concise sentences (around 18 words
on average).
2. Avoid redundancies, wordiness, clichés, and
highfalutin language.
3. Minimize the use of “there” and “it” structures in
sentences.
4. Use precise vocabulary; condense lengthy phrases
into fewer words.
 5. Be consistent with your point of view (e.g., first,
second, or third person).
6. Avoid sexist language by:
 Using articles (a, an, the).
 Writing in plural form or using "his or her."
 Using gender-neutral terms (e.g., chairperson instead
of chairman).
7. Match the level of formality to the text's purpose
(e.g., academic tone for formal texts, personal tone
for informal ones).

V. Mechanics
Refers to the technical aspects of writing, such as
spelling, punctuation, and capitalization.
Guidelines:
1. Use Standard English.
2. Avoid contractions (e.g., use "should not" instead of
"shouldn’t").
3. Use exclamation marks only in direct quotations.
4. Spell out numbers from zero to ten; use figures for
numbers higher than ten.
5. On first mention, state the full name of organizations
with their abbreviations in parentheses; use the
abbreviation thereafter.
6. Cite sources appropriately in academic or formal texts;
citations are sparingly used in business writing
 Types of Claims
Claim
 A statement not universally accepted.
 May be unverified or controversial.
 Usually expresses one side of an issue, often called a "position."

Types of Claims
1. Claims of Fact
o Relate to statements that can be verified (true or
false).
o Not based on personal preference.
o Deal with conditions that exist or do not exist.
o Universally accepted facts are not considered
claims of fact.
Examples:
o Santa Claus is real.
o The Earth is warming rapidly.
o Cancer is not contagious.
o The atmosphere has too much carbon dioxide.

2. Claims of Value
o Evaluative statements about what is better, more
important, or desirable.
o Concerned with what is good or bad, beneficial or
harmful.
Examples:
o It’s more fun in the Philippines (Tourism slogan).
o It is better to be feared than loved (Machiavelli).
o Buying and fixing a house is better than building a
new one.
 o It is better to have loved and lost than not to have
loved at all (Tennyson).

3. Claims of Policy
o Propose what should happen or what course of
action should be taken.
o Often address societal issues and prescribe
solutions.
Examples:
o The death penalty must be revived.
o A national ID system should be adopted.
o Beauty contests should be banned.
o The government must devote more funds to
schools than to roads.

Intertextuality vs Hypertext
 Text vs Context:
o Text refers to the written material (e.g., the script of Pulang
Araw), focusing on the "what" of communication.
o Context involves the broader circumstances (social, cultural,
political) surrounding the text, answering the "where," "when,"
and "why" of communication.
 Intertextuality:
o Refers to the influence of one text on another, where texts share
themes, characters, or structure, creating deeper meanings.
o Example: The Lion King is influenced by Shakespeare’s
Hamlet, with similar themes and characters like the vengeful
prince.
 Hypertext:
o A non-linear method of organizing and navigating information,
often in digital formats, where readers can click links to explore
different parts of the text.
 o Example: Clicking on hyperlinks to explore topics like "What
is a Word Processor?" demonstrates the flexibility of hypertext.
Conclusion:
 Intertextuality focuses on how texts influence and connect with
each other, while Hypertext focuses on how users navigate and
interact with digital content.