SHS

Reading and Writing Skills

Quarter 3 Module 1:
Patterns and Properties of Written Texts
Reading and Writing Skills
Quarter 3 Module 1: Patterns and Properties of Written Texts
First Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Jackielyn G. Calderon

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

Assistant Schools Division Superintendent

German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D, EPS in Charge of LRMS

Belen C. Aquino, EPS in Charge of English

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II
 Target

Communication plays a vital role in our day-to-day activities, so it is necessary to

be adept to it. In order to understand and to be understood genuinely, it is very
significant to be virtuoso to the four macro-skills of communication: speaking,
listening, reading, and writing.
For this module, we will focus on the two macro-skills of
communication: reading and writing.

Writing is the process of choosing the appropriate letters, characters, and

symbols to be written in a paper or encoded in a computer. It is a skill that you
should hone in order to express ideas, concepts, or feelings in a nonverbal way.

Reading, on the other hand, is an act of decoding the letters,

characters, or symbols that were written, posted, or published. It is a skill that
involves critical thinking in order to fully understand the texts or symbols read. It
is reading that plays a significant role in your learning because it directs you to the
path of infinite potentials to gain information, to learn new skills, to grasp reality,
to explore the world, to unveil the truths, and to discover greatest treasures in life.

All subjects in your school require you to read so it is necessary to have the skill to
determine the patterns of written texts used in what you are reading.

After going through this module, you are expected to:

1. Compare and contrast patterns of written texts across disciplines;
2. Evaluate a written text based on its properties (organization, coherence and
cohesion, language use and mechanics)
Lesson Patterns of Written Texts
1

Jumpstart

Direction: Using the KWL Chart, share the concepts or ideas that you know about
patterns of development in writing by writing it in the first column and the ideas or
concepts that you want to know on the second column. After acquiring knowledge
on patterns of development in writing in this module, go back to this page to
answer the third column.

What I Know What I Want to What I Learned

Know

Discover

When you want to write, it is very significant to know first your primary purpose
because it will help you to determine the patterns of development in writing to be
utilized.
The eight patterns of development are:
1. Cause-Effect
2. Classification
3. Comparison-Contrast
4. Definition
5. Description
6. Narration
7. Persuasion
8. Problem-Solution

A. CAUSE AND EFFECT

Think of the time when you were supposed to meet someone early in the
morning but because you slept late at night, you overslept and failed to meet the
person at the agreed time. In this scenario, sleeping late at night is the cause, and
oversleeping and being late are the effects.

A cause and effect present why something happens, what causes it, what
are the effects, and how it is related to something else. It is a relationship between
an action and a reaction where an action if taken, would result in a reaction. The
cause is a reason for an action or condition that brings an effect while the effect is
something that follows an antecedent (such as a cause or agent).

A cause of, because of, for, due to, as, and since are cue words to signify a
cause. On the other hand, some expressions that signify effect are, therefore,
consequently, so, so that, thus, the explanation for, and accordingly.

Example: KIDS WHO ARE BULLIED

Kids who are bullied can experience negative physical, social, emotional,
academic, and mental health issues. Kids who are bullied are more likely to
experience:
• Depression and anxiety, increased feelings of sadness and loneliness,
changes in sleep and eating patterns, and loss of interest in activities they
used to enjoy. These issues may persist into adulthood.
• Health complaints
• Decreased academic achievement—GPA and standardized test scores—and
school participation. They are more likely to miss, skip, or drop out of school.
A very small number of bullied children might retaliate through extremely violent
measures. In 12 of 15 school shooting cases in the 1990s, the shooters had a history
of being bullied.

Based on information from:

https://www.stopbullying.gov/bullying/effects

B. CLASSIFICATION

Most people love to classify and divide things according to their group, kind,
part, or type. Even a person’s economic status is classified according to his/her
family’s net worth or income either monthly, quarterly, or annually.
A classification pattern of written text groups or classifies items or things
into their parts, types, kinds, or categories.
The signal words to indicate that the classification pattern of written text is
used are a part of, a kind of, a group of, a way of, a class of, an example of, divided
into, and comprised of.
Example:
Types of Bullying

There are three types of bullying:

Verbal bullying is saying or writing mean things. Verbal

bullying includes:
• Teasing
• Name-calling
• Inappropriate sexual comments
• Taunting
• Threatening to cause harm
Social bullying, sometimes referred to as relational
bullying, involves hurting someone’s reputation or
relationships. Social bullying includes:
• Leaving someone out on purpose
• Telling other children not to be friends with someone
• Spreading rumors about someone
• Embarrassing someone in public
Physical bullying involves hurting a person’s body or
possessions. Physical bullying includes:
• Hitting/kicking/pinching
• Spitting
• Tripping/pushing
• Taking or breaking someone’s things
• Making mean or rude hand gestures

Source: https://www.stopbullying.gov/bullying/
what-is-bullying

C. COMPARISON AND CONTRAST

Have you ever tried comparing yourself to others? What were your points of
comparison? Was it the physique of a person? complexion?
performance? intelligence? confidence? attitude? character? beliefs? What were the
bases of your judgment?
More often than not, we do compare and contrast things or persons. From
the most mundane daily activity we do like buying food products (choosing which
tastes better) and to the most extraordinary work like managing the business
(deciding a win-win situation).
The comparison involves the identification of similarities of at least two
things, ideas, concepts, or persons being compared while contrast encompasses
the identification of differences between or among two subjects or topics.
To help you in making a comparison and contrast, signal words such as
similarly, in like manner, and in the same way present similarities or comparison
while expressions like on the contrary, the opposite, compared to, in contrast,
although, unless, however, signify differences or contrast.
Example:
ONLINE VS. CLASSROOM INSTRUCTION (AN EXCERPT)
BY KORI MORGAN

...As universities make greater use of Internet resources, online classes have
continued to grow in popularity and effectiveness. Online courses let students learn
at their own pace, accomplish assignments on their schedules, and acquire the same
knowledge as they would in a traditional, classroom-based course. Just like
traditional classes, online instructors use discussion, assignments, and community to
educate students. However, their means of execution for these tools are quite
different.

D. DEFINITION

When you are reading an article, there are instances that you encounter
hifalutin or difficult words. It is a common solution to consult your dictionary to
look for the definition of the words for you to unlock your difficulties in
understanding the text you are reading but there are also Instances that even
though the words read in an article were unfamiliar to you, even without consulting
the dictionary, you still seemed to understand of what the writer is communicating
with you. How is this possible? It is because of the context clues surrounding the
article that you are reading. Context clues are hints given by the author in a
written text to help the reader grasp the meaning of the unfamiliar or unusual
word.
Understanding the meaning of words sometimes needs shrewdness because
our language continuously changes as days, months, or years passed by. It has
always been taught to us that language is dynamic. A meaning of a word may differ
on people depending on their cultures, beliefs, traditions, and geographic locations.
This proves that our language is dynamic so is the definition of words in an article
or text. This is the reason why definition text enables us to better understand
concepts, things, and ideas.
Definition text explains what something is in comparison to other members
of its class, along with any limitations. It explains the nature of something and
moves beyond a dictionary definition to deeply examine the word, idea, or concept
as we use and understand it. It expounds the word, concept, or idea so that the
reader
In dealing with definition as a pattern of written text, you will always
encounter denotation and connotation. Denotation is the literal meaning of a word
which means that consulting the dictionary is the best way for it while
connotation is the feeling or idea that the word suggests to its literal meaning. It is
an expression of how one perceives a word based on his/her background or
experiences.
Some expressions that signal a definition text are: contain, make-up,
involves, is/are, means, is defined as, refers to, appears to be, as, and pertains to.
When phrases like “because” or “that are” follow a word, these may be
explanations. Meanwhile, definitions may follow an unfamiliar word. Terms like
“is,” “means,” “is defined as,” and “refers to” are used with definitions.
Example:

Why freedom
By F. Sionil Jose

Published April 14, 2018, 4:05 PM

By: manilabulletin_admin

My novel Sherds, which some consider as my very best, details the poignant
relationship between PG Golangco, a rich and accomplished potter, and his poor
and beautiful protégé, Guia Espiritu. Beyond the narrative level, I like to
consider it as an elegiac meditation on art, truth, and freedom. All these are, of
course, beautiful abstractions, inane and meaningless, if they are not given
value—social, political, national, and even personal.

What is freedom? What is truth? Are they useful?

Freedom itself, may be the root of injustice. A billionaire publisher, righteously

claiming freedom as is beacon may oppress his employees, intimidate his rivals
or corrupt officials to protect and enlarge his empire. Freedom then becomes a
social menace. Freedom as value as discussed in Sherds. In a major scene, the
potter artist, PG Golngco is asked: “Do you believe in art as social protest? Goya
and Picasso used their art politically.”

Golangco replies: “I would ask you to permit any artist all the freedom he needs.
Art thrives on freedom. The artist is free to determine his purpose.”
The artist is challenged by an academic. “Freedom is a political condition. And
you have freedom because you are very rich and can afford to speak your mind,
because you do not care whatever the consequences. Mr. Golangco, you are free
because you have the influence and the money to buy your freedom. But what
about the artists of the people? Who are not pampered like you? Who are denied
this precious freedom?
Yes, indeed, how can the poor be free?

By praying, by striving, by revolution perhaps?

In the end, freedom needs no logic, no reason. It is man’s fate, his ultimate
destiny.

There is no insurmountable barrier to this desire to be free. No dictator’s lash, no

tyrant’s sword can halt this striving for it is man’s pre-determined purpose,
entwined with every fiber in his being, a programmed culmination, the butterfly
emerging from the cocoon, the sperm and the ovum becoming and the river
flowing to the sea to become the sweet air we breathe.
But take care for this freedom is also very fragile and needs constant
nurturing. It lives only in the heart where it is often neglected or abused. If it
dies there, no power on earth can ever ever bring it back to life.
 E. DESCRIPTION

If a stranger would approach and ask you for a direction in your place, how
would you help the stranger to reach his destination without the dilemma of getting
lost? You would probably consider describing famous landmarks, when to turn left
or right, or what would be the possible mode of transportation to get there.
Description as a pattern of written texts refers to identifying concrete details
about appearances, characteristics, and actions.
Adjectives and adverbs are abundant in descriptive texts. Adjectives are
used to denote quality, to indicate quantity or extent, or to specify a thing as
distinct from something else, and adverbs used to modify verb, adjectives, or
another adverb can be used to signal description.

Example:
How My Brother Leon Brought Home A Wife
(An Excerpt)
By Manuel E. Arguilla

She stepped down from the carretela of Ca Celin with a quick, delicate grace. She
was lovely. She was tall. She looked up to my brother with a smile, and her
forehead was on a level with his mouth.

"You are Baldo," she said and placed her hand lightly on my shoulder. Her nails
were long, but they were not painted. She was fragrant like a morning when
papayas are in bloom. And a small dimple appeared momently high on her right
cheek. "And this is Labang of whom I have heard so much." She held the wrist of
one hand with the other and looked at Labang, and Labang never stopped chewing
his cud. He swallowed and brought up to his mouth more cud and the sound of his
insides was like a drum.

I laid a hand on Labang's massive neck and said to her: "You may scratch his
forehead now."

She hesitated and I saw that her eyes were on the long, curving horns. But she
came and touched Labang's forehead with her long fingers, and Labang never
stopped chewing his cud except that his big eyes half closed. And by and by she
was scratching his forehead very daintily.

F. NARRATION

Each of us has a unique story to share: our joys, sorrows, failures,

triumphs, dreams, fears, disappointments, pains, hesitations, rejections, and
doubts. We, humans, are social beings so it is but normal for us to share our life’s
stories with the significant others of our lives.
Narration deals with stories. When you write a narrative, you are expected
to tell a story, whether it is real or imaginary. You use your creativity and
imagination on how are you going to bring your characters to life in the minds of
your readers.
Writing a story is not only about how you vividly described your characters,
how you amazingly knitted your plot, how you have perfectly chosen your settings,
how you flawlessly showcased your tone and style of writing but it is also about
how you sincerely touched your readers’ hearts and how you effectively made a
difference in their lives.

ELEMENTS OF NARRATIVE WRITING

1. Characters 5. Theme
2. Setting 6. Tone
3. Plot 7. Style
4. Point of View 8. Conflict

Example: The Monkey and the Crocodile

(A Tagalog Fable)

One day, a monkey saw a tall macopa tree laden

with ripe fruits, which stood by a wide river. It
was hungry, so it climbed the tree and ate all of
the fruits. When it climbed down, it could find no
means by which to cross the river. Then it saw a
young crocodile who had just woken up from its
siesta. It said to the crocodile in a friendly way,
“My dear crocodile, will you do me a favor?”

The crocodile was greatly surprised by the

monkey’s amicable salutation. So, it answered
humbly, “Oh, yes! If there is anything I can do for
you, I shall be glad to do it.” The monkey then
told the crocodile that it wanted to get to the
other side of the river. Then the crocodile said, “I’ll take you there with all my heart.
Just sit on my back, and we’ll go at once.”
The monkey sat firmly on the crocodile’s back, and they began to move. In a
short while, they reached the middle of the stream. Then the crocodile began to
laugh aloud. “You foolish monkey!” it said, “I’ll eat your liver and kidneys, for I’m
very hungry.” The monkey became nervous. Trying to conceal its anxiety, it said,
“I’m very glad that you mentioned the matter. I thought myself that you might be
hungry, so I have prepared my liver and kidneys for your dinner. Unfortunately, in
our haste to depart, I left them hanging on the macopa tree. Let us return, and I’ll
get them for you.”

Convinced that the monkey was telling the truth, the crocodile turned
around and swam back in the direction of the macopa tree. When they got near the
riverbank, the monkey nimbly jumped up onto the land and scampered up the tree.
The crocodile came to realize what happened and said, “I am a fool.”

A fable is a short story that teaches a lesson or conveys a moral. Fable

features animal characters or inanimate objects that behave like people.
The monkey is a common animal character in Philippine fables. It is often
depicted as a cunning animal.

Question: What other Philippine fables have you heard about the monkey?
Example:
The Creation
(A Tagalog Myth)

When the world first began there was no

land. There were only the sea and the sky,
and between them was a kite. One day the
bird which had nowhere to light grew tired
of flying about, so she stirred up the sea
until it threw its waters against the sky. The
sky, to restrain the sea, showered upon it
many islands until it could no longer rise,
but ran back and forth. Then the sky
ordered the kite to alight on one of the
islands to build its nest, and to leave the
sea and the sky in peace.
Now at this time the land breeze and
the sea breeze were married, and they had
bamboo as their child. One day when the
bamboo was floating about on the water, it
struck the feet of the kite which was on the
beach. The bird, angry that anything should
strike it, pecked at the bamboo. Out of one section came a man and from the other
a woman.
The earthquake called on all the birds and fish to see what should be done
with the man and the woman, and it was decided that they should marry. Many
children were born to the couple, and from them came all the different races of
people.
After a while, the parents grew very tired of having so many idle and useless
children around. They wished to be rid of them, but they knew of no place to send
them to. Time went on, and the children became so numerous that the parents
enjoyed no peace. One day, in desperation, the father seized a stick and began
beating them on all sides.
The beating frightened the children so much that they fled in different
directions. Some seek hidden rooms in the house. Some concealed themselves in
the walls. Some ran outside, while others hid in the fireplace. Several fled to the
sea.
Now it happened that those who went into the hidden rooms of the house
later became the chiefs of the islands, and those who concealed themselves in the
walls became slaves. Those who ran outside were free men, and those who hid in
the fireplace became negroes; while those who fled to the sea were gone many
years, and when their children came back they were the white people.

Myths are told to explain a belief, a practice, or a natural

phenomenon. These were the first tools man used to define his world. The
origin of the surrounding world has always been the object of interest of
prehistoric Filipinos.
 G. PERSUASION

If you want to buy new shoes but you do not have enough money for them,
how would you persuade your parents to buy them for you?
If you had broken someone’s trust, how would you persuade that person to
forgive you and give you another chance?
If you failed to beat a deadline on the project you are working on, how would
you persuade your teacher to accept it?
Persuasion is a literary technique that writers use to present their ideas
through reason and logic, to influence the audience. Persuasion may simply use an
argument to persuade the readers, or sometimes may persuade readers to perform
a certain action. Simply, it is an art of effective speaking and writing in which
writers make their opinions believable to the audience through logic, by invoking
emotions, and by proving their credibility.

Types of Persuasion
Persuasion has three basic types:
1. Ethos
It is linked with morality and ethics. In this method of persuasion, writers or
speakers convince their audience of their goodwill and present themselves as
trustworthy. To determine whether a writer is credible or not, the audience needs to
understand his intention and his strong understanding of the subject.
2. Logos
Logos comes from logic, therefore writers use logic, reasoning, and
rationality to convince audiences of their perspectives.
3. Pathos
The third method is pathos, which invokes and appeals to the emotions of
the audience. This is contrary to logos, as it presents arguments without using
logic or reasoning. Many writers consider love, fear, empathy, and anger as strong
factors to influence the emotions of their audiences.

Example:

Campaign Speech, November 3, 2008 (By Barack Obama)

Barack Obama made a public speech a night before his election campaign in
Virginia on November 3, 2008, 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 people’s sense of guilt, making it a good example of
pathos. Although Obama employs the snob appeal fallacy in his argument, it is a
very influential and emotional appeal.
Example 2:
Of Studies
By: Francis Bacon

Studies serve for delight, ornament, and ability. Their chief use for delight is in
privateness and retiring; for ornament, is in discourse; and for ability, is in the
judgment and disposition of business. For expert, men can execute, and perhaps
judge of particulars, one by one; but the general counsels, and the plots and
marshaling of affairs, come best from those that are learned. To spend too much
time in studies is sloth; to use them too much for ornament, is affectation; to make
judgment wholly by their rules, is the humor of a scholar. They perfect nature, and
are perfected by experience: for natural abilities are like natural plants, that need
pruning, by study; and studies themselves do give forth directions too much at
large, except they are bounded in by experience. Crafty men condemn studies,
simple men admire them, and wise men use them; for they teach not their use; but
that is wisdom without them, and above them, won by observation.
Read not to contradict and confute, nor to believe and take for granted; nor to find
talk and discourse, but to weigh and consider. Some books are to be tasted, others
to be swallowed, and some few to be chewed and digested; that is, some books are
to be read-only in parts; others to be read, but not curiously; and some few to be
read wholly and with diligence and attention. Some books also may be read by
deputy, and extracts made of them by others; but that would be only in the less
important arguments, and the meaner sort of books, else distilled books are like
common distilled waters, flashy things. Reading maketh a full man; conference a
ready man; and writing an exact man. And therefore, if a man writes little, he had
need have a great memory; if he confers little, he had need have a present wit: and
if he read little, he had need have much cunning, to seem to know that he doth not.
Histories make men wise; poets witty; the mathematics subtle; natural philosophy
deep; moral grave; logic and rhetoric able to contend. Abeunt studia in mores
[Studies pass into and influence manners]. Nay, there is no stand or impediment in
the wit but may be wrought out by fit studies; like as diseases of the body may
have appropriate exercises. Bowling is good for the stone and reins; shooting for the
lungs and breast; gentle walking for the stomach; riding for the head; and the like.
So if a man’s wit be wandering, let him study mathematics; for in demonstrations,
if his wit is called away never so little, he must begin again. If his wit is not apt to
distinguish or find differences, let him study the Schoolmen; for they are cymini
sectores [splitters of hairs]. If he is not apt to beat over matters and to call up one
thing to prove and illustrate another, let him study the lawyers’ cases. So every
defect of the mind may have a special receipt.

H. PROBLEM-SOLUTION

Your mother assigned you to be in-charge of the birthday party of your

sibling because she had an important errand that she has to attend to. This posed
a problem to you because it would be the first time that you would host a party.
What are the things that you would do? Probably, the things that you would do
would be: go out to buy food for your guests and prepare other things needed to
make your guests feel at ease while in the comfort of your home.
Before going out, you would probably count how many are your expected
guests and list the things you would buy to determine your budget. When you’re at
the supermarket, you would possibly compare the prices of different brands of food
products or things you would buy to weigh which item is affordable yet it wouldn’t
compromise the quality.
In the example scenario above, it posed a problem and a possible solution to
the problem. Problem is inevitable in our lives but in every problem, there is a
solution. The solution depends on how we react to whatever adversities as we go
along our life’s journey.
One of the patterns of development in writing is a problem-solution. A
problem-solution text starts with a negative situation (a problem) and ends with a
positive situation (a solution). They are in some ways similar to cause-effect in
terms of structure.
Problem-Solution consists of four key components: a situation, a
problem, a solution, and an evaluation.
• Situation: Identify the problem and explain why it is a problem and who
should be responsible for it.
• Problem: Explain the problem clearly.
• Solution: Cite concrete solutions to the problem. Explain why it should be
considered and why it is the best solution to the problem. You may also
present series of steps or actions to be followed.
• Evaluation: It is a part of the conclusion in which you have to highlight the
problem and the value of your solution. Some key expressions that indicate
a problem-solution text are: the problem/dilemma is, if/then, so that, solves,
an answer to, and addresses the problem of.

Example:
Problem-Solution on Obesity and Poor Fitness
by Sheldon Smith

Consumption of processed and convenience foods and our dependence on

the car has led to an increase in obesity and a reduction in the fitness level of the
adult population. In some countries, especially industrialized ones, the number of
obese people can amount to one-third of the population. This is significant as
obesity and poor fitness lead to a decrease in life expectancy, and it is therefore
important for individuals and governments to work together to tackle this issue and
improve their citizens' diet and fitness.
Obesity and poor fitness decrease life expectancy. Overweight people are
more likely to have serious illnesses such as diabetes and heart disease, which can
result in premature death. It is well known that regular exercise can reduce the
risk of heart disease and stroke, which means that those with poor fitness levels
are at an increased risk of suffering from those problems.
Changes by individuals to their diet and their physical activity can increase
life expectancy. There is a reliance today on the consumption of processed foods,
which have a high fat and sugar content. By preparing their foods, and consuming
more fruit and vegetables, people could ensure that their diets are healthier and
more balanced, which could lead to a reduction in obesity levels. To improve fitness
levels, people could choose to walk or cycle to work or to the shops rather than
taking the car. They could also choose to walk upstairs instead of taking the lift.
These simple changes could lead to a significant improvement in fitness levels.
Governments could also implement initiatives to improve their citizens'
eating and exercise habits. This could be done through education, for example by
adding classes to the curriculum about healthy diet and lifestyles. Governments
could also do more to encourage their citizens to walk or cycle instead of taking the
car, for instance by building more cycle lanes or increasing vehicle taxes. While
some might argue that increased taxes are a negative way to solve the problem, it is
no different from the high taxes imposed on cigarettes to reduce cigarette
consumption.
In short, obesity and poor fitness is a significant problem in modern life,
leading to lower life expectancy. Individuals and governments can work together to
tackle this problem and so improve diet and fitness. Of the solutions suggested,
those made by individuals themselves are likely to have more impact, though it is
clear that a concerted effort with the government is essential for success. With
obesity levels in industrialized and industrializing countries continuing to rise, we
must take action now to deal with this problem.

Explore

Enrichment Activity 1:
Direction: Identify the similarities and differences based on the comparison and
contrast text example entitled “Online Vs. Classroom Instruction” by Kori Morgan.

Similarities Differences

Enrichment Activity 2:
Direction: Make a comparison of the story of creation as told by the story of
Tagalog Creation Myth to the story of creation that appears in Genesis from the
Bible.

The Creation Story The Creation Story (A

from Genesis Tagalog Myth)

Creation of the world

Creation of first man and

woman
Enrichment Activity 3:
Direction: Complete the graphic organizer with the information coming from the
topic Obesity and Poor Fitness by Sheldon Smith.

Solution 1: Solution 3:

Problem:

Solution 2: Solution 4:

Enrichment Activity 4:
Direction: Fill-up the table with corresponding signal words used in each pattern
of written text.

Patterns of Written Texts Signal Words

1. Cause-Effect

2. Problem Solution

3. Classification

4. Comparison-Contrast

5. Definition
 Deepen

You Complete Me!

Complete the table to present the similarities and differences of
patterns of written texts across disciplines.

Similarities to Differences to
Patterns of Other Patterns Other Patterns
Definition
Written Texts of Written of Written
Texts Texts

1. Narration

2.Description

3. Definition

4.Comparison and
Contrast

5.Cause and Effect

6.Classification
and Division

7. Persuasion

8.Problem-
Solution
 Gauge

MULTIPLE CHOICES. Identify what is asked. Write the corresponding letter of

your choice on your answer sheet. USE CAPITAL LETTERS ONLY.
1. The pattern of development in writing that tells why something happens, what
causes it, what are the effects, and how it is related to something else is _____.
A. Cause and Effect B. Classification and Division
C. Compare and Contrast D. Definition
2. The pattern of development in writing that groups items into their parts or types
are called _____.
A. Classification and Division B. Definition
C. Description D. Persuasion
3. The pattern of development in writing that tells how something is like other
things or how something is different from other things is known as _____.
A. Compare and Contrast B. Description
C. Exemplification D. Problem-Solution
4. The pattern of development in writing that explains what something is in
comparison to other members of its class, along with any limitations refers
to _____.
A. Classification and Division B. Definition
C. Description D. Narration
5. The pattern of development in writing that details what something looks like and
its characteristics pertains to ____.
A. Compare and Contrast B. Description
C. Exemplification D. Problem-Solution
6. The pattern of development in writing that describes an issue and your position
or opinion on the subject is called ____.
A. Description B. Exemplification
C. Narration D. Persuasion
7. The pattern of development in writing that describes what, when, and where
something happened is known as ______.
A. Classification and Division B. Definition
C. Exemplification D. Narration
8. The sequence of events in a story refers to ______.
A. Characters B. Motif C. Plot D. Theme
9. The people, animals, or inanimate objects in the story that are affected by the
actions in the plot are known as ______.
A. Characters B. Plot C. Setting D. Theme
10. Because of, for, due to, so that, therefore are signal words of what pattern of
written text?
A. Problem-Solution B. Classification and Division
C. Cause-Effect D. Thesis Evidence
11. A part of, a kind of, a group of, a way of are signal words of what text structure?
A. Cause-Effect B. Classification and Division
C. Compare-Contrast D. Persuasion
12. Which of the following refers to what was yielded after something else took
place?
A. Causal Analysis B. Cause C. Cause-Effect Chain D. Effect
13. Which of the following refers to what prompted something to happen?
A. Causal Analysis B. Cause C. Cause-Effect Chain D. Effect
14. What part of the plot structure has an enticing opening to capture readers’
interest?
A. Climax B. Denouement C. Exposition D. Rising Action
15. What element in narrative writing reveals the message in a story?
A. Characters B. Plot C. Setting D. Theme
16. What part of the plot structure is considered as the turning point or the highest
point of interest in the narrative?
A. Climax B. Denouement C. Falling Action D. Rising Action
17. When you have a supportive audience or spectators who are already briefed on
the issue at hand, what appeal should you maximize to use to them?
A. Athos B. Ethos C. Logos D. Pathos
18. When you have spectators who are not readily accepting your ideas and who
may listen to you but that does not necessarily mean they automatically
believe what you’re saying, what appeal should you make use of?
A. Athos B. Ethos C. Logos D. Pathos
19. When you have spectators who are most difficult to please and to win, the
appeal that you should make use of is ____.
A. Athos B. Ethos C. Logos D. Pathos
20. When you have a hostile audience, what appeal is never a good idea to use to
them?
A. Athos B. Ethos C. Logos D. Pathos
Lesson Properties of Written Texts
2

Jumpstart

Direction: Fill-up the graphic organizer to complete the diagram.

A well
written
text is…

Discover

PROPERTIES OF WRITTEN TEXT

When you are reading a text, how do you assess the effectiveness of the
writer? What are the things that you are looking into a written text for you to
determine that it is worth the time reading it? How can you say that the text is
well-written? How do you differentiate a good and bad article?
For a text to be well-written, one must keep in mind these four properties:
a. text organization
b. cohesion and coherence
c. language use
d. language mechanics
 A. TEXT ORGANIZATION

Text organization is achieved when ideas are logically and accurately

arranged. It is said that ideas are well developed when there is a clear statement of
purpose, position, facts, examples, specific details, definitions, explanations,
justifications, or opposing viewpoints.

Features of Text Organization

1. Physical Format
The format is an aspect of the organization that is immediately apparent to
the reader. It is seen in how the text physically appears like headings and
subheadings, bullet points, or font emphasis.
Example:
Exemplification provides typical cases or examples of something to prove a
point. It is very helpful when you want to discuss complex subjects, topics, or concepts
to your readers through the listing, enumerating, and giving examples that are common
to your target readers or audience.
Exemplification writing uses specific, vivid examples to add more information
to explain, persuade, define or illustrate a general idea. It moves from general to a
specific idea.
The transition words and phrases that signal the reader that additional
specific details follow are: such as, for example, for instance, like, in particular.
Explanation:
The words in bold are significant in the concept presented. By emphasizing these
words, the reader can identify easily the important terms in the text. It would aid a
reader to remember the words since the words stick out from the rest of the text.

2. Structure
The structure refers to the complete framework of the text. It consists of
• Beginning: introduction, thesis statement
• Middle: supporting details
• End: conclusion, summary, the final message
3. Signal Words-
Signal words are the cue in the ordering of events and concepts.

Guiding Questions For Organization

These guiding questions for an organization can help you to make sure that
you have provided coherent transitions between the ideas in your writing.
▪ Does your piece have a clear beginning, middle, and end?
▪ Does your piece have a strong beginning that hooks the reader?
▪ Does your piece have a strong ending that fits the focus?
▪ Are the ideas and actions connected?
▪ Can your reader follow the piece logically from beginning to end?
▪ Is it complete? Does it feel finished?
B. COHERENCE AND COHESION
Coherence and cohesion make your text easier for your readers to follow and
understand. Coherence is the connection of ideas to the central concept of the 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.
Coherence without cohesion has a central concept or glue that holds all the
different ideas together. Although without cohesion, 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.
Cohesion without 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.

C. LANGUAGE USE

You must make good choices when it comes to language use because how
you use the language affects the tone of the text and the reader’s interpretation of
it.
When you are writing, you need to have the command of the language. You
must know when to appropriately use formal language and when to nonchalantly
use informal language. Formal language is used in writing academic, business, and
official texts while informal language is used when writing for oneself or in writing
to family, friends, and colleagues.

Examples:
1. We asked the secretary to call the professor and get her permission for us
to continue our research.
2. We requested the secretary to contact the professor and obtain her
permission for us to continue our research.
Explanation:
In the first sentence, the writer used casual words such as asked, call, and
get permission, which made the sentence informal. The second sentence used more
serious words such as: requested instead of asked, contact instead of call, and
obtain permission instead of getting permission. This sentence is formal and is
appropriate to use when talking or writing to a person of authority.

When you write, you should make sure that the language use is direct
and simple rather than complicated so that readers would easily understand the
text and you should be sensitive enough to use unbiased language so that you
will not offend any individual or any particular group of people. Unbiased language
is a language that is free of racial bias, religious bias, and gender bias.
Before writing, you have to think about and consider your target audience.
The time-tested principles in writing are:
 Use clear and concise sentences. Use precise vocabulary
 Avoid redundancies, jargon, slang, wordiness, clichés, and highfalutin
language.
  Avoid excessive use of there and its structures.
 Be consistent with pronouns
 Avoid sexist language.

D. LANGUAGE MECHANICS

Language mechanics is a set of conventions on how to spell, abbreviate,

punctuate, and capitalize. It is important to know and observe these conventions
in writing to avoid confusion.
Conventions in Writing
1. Spelling
It refers to forming of words from letters according to accepted usage. Make
sure that you are consistently using one standard about the spelling of your words.
Remember that there are slight differences in American English and British English
spelling.

American Spelling British Spelling

Color Colour
Defense Defence
Organize Organise
Traveled Travelled
Theater Theatre
Learned Learnt
Airplane Aeroplane
Anesthesia Anaesthesia
Analyze Analyse
Aging Ageing

Explanation:
• Before writing, think of your target audience. Whether you write using
British or American spelling, it is important to be consistent in spelling. If
you are unsure of the spelling of a word, consult a dictionary or a spell
checker.
2. Punctuation
It pertains to the act or practice of inserting standardized marks or signs in
the written matter to clarify the meaning and separate structural units. The use of
punctuation guides the reader regarding how the text should be read.
The purpose of punctuation is to clarify the meanings of texts by linking or
separating words, phrases, or clauses.

Types of punctuation
There are fifteen basic punctuation marks in English grammar. These
include the period, comma, exclamation point, question mark, colon, semicolon,
bullet point, dash, a hyphen, parenthesis, bracket, brace, ellipsis, quotation mark,
an apostrophe. The following are a few examples of these marks being used in a
sentence.

3. Capitalization
Capitalization is the act of writing the first letter of a word in uppercase
while the rest of the letters are in lowercase. There are rules in capitalization that
one has to remember. Below are few examples of words that require capitalization:
 -Proper nouns: Alex, Manila
-Proper adjectives: Canadian
-Days of the week: Sunday
-Months of the year: January
-Specific course titles: Theater 101
-Kinship names used in place of personal names:
Grandma, Dad, Aunt Paz, Uncle Alvin
-Adjectives, verbs, adverbs, nouns, and pronouns in a title and the first and
last word in a title:
Through the Looking Glass, and What Alice Found There(literature)
And I Am Telling You I’m Not Going (song)
-Historical periods, events, documents: Great Depression, the Renaissance,
the Constitution

Explore

Enrichment Activity 1
ASSESS ME!
Direction: Compare and contrast the following texts then evaluate its language
mechanics by writing your comments on the texts and your insights on the
importance of language mechanics in writing.

Text 1. Text 2.

perhaps you do not always Perhaps you don't always need

need to use commas periods to use commas, periods, colons
colons etc to make sentences etc. to make sentences clear.
clear when i am in a hurry tired When I am in a hurry, tired, cold,
cold lazy or angry i sometimes lazy, or angry, I sometimes leave
leave out punctuation marks out punctuation marks.
grammar is stupid i can write
"Grammar is stupid! I can
without it and don’t need it my
write without it and I don't need
uncle Harry once said he was not
it.", my uncle Harry once said. He
very clever and i never
was not very clever and I never
understood a word he wrote to
understood a word he wrote to
me i think ill learn some
me. I think I'll learn some
punctuation not too much
punctuation - not too much,
enough to write to Uncle Harry he
enough to write to Uncle Harry.
needs some help.
He needs some help!
 Comments:
____________________________________________________________________________
_____________________________________________ .

Importance:

____________________________________________________________________________
_____________________________________________ .

Enrichment Activity 2
ARRANGE ME!
Direction: Read the following sentences carefully. Insert the necessary punctuation
marks and capitalize words where necessary.

1. I visited mr smith the chairman of the board on September 10

__________________________________________________________________________________
_____________________________________________________________________________.
2. president smith gave a speech in which he said resigning is not an option
__________________________________________________________________________________
_____________________________________________________________________________.
3. may i visit the oval office president
__________________________________________________________________________________
_____________________________________________________________________________.
4. he loved the book which was called a day in france
__________________________________________________________________________________
_____________________________________________________________________________.
5. the federal bureau of investigations f b i ) looks into crimes and the bureau also
protect
__________________________________________________________________________________
_____________________________________________________________________________.
6. i am originally from the south but now i live in the north
__________________________________________________________________________________
_____________________________________________________________________________.
7. my courses this semester include english science and math 100
__________________________________________________________________________________
_____________________________________________________________________________.
8. the state board collects state and federal taxes
__________________________________________________________________________________
_____________________________________________________________________________.
9. september and october are the prettiest months of autumn
__________________________________________________________________________________
_____________________________________________________________________________.
10. the book the big red dog is a hit among children they enjoy reading about the
dogs adventure
__________________________________________________________________________________
_____________________________________________________________________________.
 Deepen

JUDGE ME!

Direction. Read the text and assess it based on its properties (organization,
coherence, cohesion, language use, and mechanics). Explain the reason of your
rating on each property.

Phase Out the Obsolete Jeepney (an excerpt)

By: Neal H. Cruz

If the jeepney strike pushes through today, the government should use it to
phase out the jeepneys. This World War II relic should have been phased out a long
time ago but successive administrations had no balls to go through with the phase
out. They were afraid of the jeepney drivers who always threatened a strike when
they were told to obey the law. And there were not enough buses to replace the
jeepneys to service commuters.

But the jeepney, although a tourist attraction and a romantic example of folk
art, is the principal source of the daily traffic jams. Its drivers are undisciplined,
reckless and probably don’t know half of the traffic rules. Because of the huge
number of vehicles in Metro Manila, there is only one way to improve traffic: make
each and every driver, private and public, obey each and every traffic rule.

Jeepney drivers have gotten away for so long with murder by bribing corrupt
policemen that it is a shock to them to be made to obey traffic rules and be fined if
they violate them. Anarchy reigns in the streets because of them.

Although they are not in the driver’s seat, jeepney operators are also to
blame for the anarchy. They make the drivers pay a flat rental (the boundary) for
the jeepney. Whatever the driver earns in excess of the boundary, plus the cost of
fuel and oil-and bribes- is his take home pay. So the driver is forced to break traffic
rules so that he can earn as much as he can. But that is no excuse.
Perhaps if the operator pays his driver a regular salary, plus social security
and mediocre premiums, and fixed times for trips, the driver would be less reckless
and we would have more orderly traffic.
As for the jeepney terminals, they really are a source of traffic congestion.
Try this: whenever you come to a traffic jam, trace the source and in may cases it
would be a jeepney terminal. Jeepneys lined up along narrow street take up space
intended for moving vehicles. Some jeepney routes are too short, which means
more terminal- and bigger fares for passengers.

Another reason why the jeepney should be phased out is that it takes up too
much road space and consumes more fuel for the number of passengers it can
accommodate. One bus can take in passengers of ten jeepneys but take up only a
fourth of the space occupied by the 10 jeepneys. In short, the jeepney is all right in
the provinces where there is ample road space but not in a crowded metropolis like
Metro Manila. It was a great as emergency civilian transportation during the
Liberation days, but not anymore. Alas, it has become obsolete in the city.
The phase out doesn’t mean throwing the jeepneys into the junk heap and
their drivers into the ranks of the jobless. There is a great need for the jeepney in
many areas of the Philippines where there is a shortage of transportation. Send
them there.

Where will the commuters ride without the jeepneys? Send in more buses
with salaried drivers and conductors and fixed trip schedules so they don’t have to
clog loading//unloading zones waiting for passengers. Organize the bus companies
in Metro Manila into one super-consortium so that the bus ticket of one company
can be used to transfer to another bus of a different company. This is to prevent
passengers and buses clogging bus stops because they are waiting for the bus
going exactly to where they are going. If transfers are allowed, they can board any
bus going in the same direction (and the bus doesn’t have to wait long for
passsengers) and then transfer to another bus at their convenience.

Encourage commuters to use the Metrotren by improving the coaches and

having more trips.
Use the Pasig River. The Metro Ferry failed because there were not enough
passengers mainly because the boats are small. Hongkong type shallow-drift ferries
will certainly attract more passengers. Use the smaller boats during high tide to be
able to pass under the bridges. Have another ferry service to Cavite City to relieve
traffic on Coastal Road. (There used to be one; why was it discontinued?)

And hurry up with the C-5 and the C-6…

Criteria: (5 as the highest and 1 as the lowest)

Organization (Rating: ____)
Explanation of Assessment:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
Coherence (Rating: ____)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
Cohesion (Rating: ____)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
Language Use (Rating: ____)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
Mechanics (Rating: ____)
 Gauge
Direction: Read each question carefully and critically. Choose the
letter of your best answer.

1. What can you achieve when your ideas are logically and accurately arranged in
your written text?
A. Coherence B. Cohesion
C. Language Use D. Text Organization

2. How the text physically appears refers to ____.

A. Language Use B. Physical Format
C. Signal Words D. Structure

3. The relationship of ideas between sentences is known as ____.

A. Coherence B. Cohesion
C. Language Use D. Text Organization

4. The complete framework of the text pertains to _____.

A. Language Use B. Physical Format
C. Signal Words D. Structure

5. The cue in ordering of events and concepts is called ___.

A. Language Use B. Physical Format
C. Signal Words D. Structure

6. The connection of ideas to the central concept of a text is ____.

A. Coherence B. Cohesion
C. Language Use D. Text Organization

7. Which of the following is NOT a property of a well-written text?

A. Coherence and Cohesion B. Coherent Mechanics
C. Language Mechanics D. Language Use

8. Which property of a well-written text constitutes features that facilitate textual

continuity?
A. Coherence and Cohesion B. Language Mechanics
C. Language Use D. Text Organization

9. Which property of a well-written text refers to the appropriate language to be

used in writing/speaking?
A. Coherence and Cohesion B. Language Mechanics
C. Language Use D. Text Organization

10. Which property of a well-written text constitutes proper paragraphing and

logical order of presentation of ideas?
A. Coherence and Cohesion B. Language Mechanics
C. Language Use D. Text Organization
11. Which property of well-written text refers to the established writing conventions
for words that you use?
A. Coherence and Cohesion B. Language Mechanics
C. Language Use D. Text Organization

12. The act or practice of inserting standardized marks or signs in the written
matter to clarify the meaning and separate structural units pertains to ____.
A. Capitalization B. Physical Format
C. Punctuation D. Spelling

13. The act of writing the first letter of a word in uppercase while the rest of the
letters are in lowercase is known as ____.
A. Capitalization B. Physical Format
C. Punctuation D. Spelling
14. In the setting of conventions on how to spell, abbreviate, punctuate, and
capitalize, a writer should account _____.
A. Language Mechanics B. Physical Format
C. Signal Words D. Structure

15. Forming of words from letters according to accepted usage is called ______.
A. Capitalization B. Physical Format
C. Punctuation D. Spelling
 Key Answer

Lesson 1
Jumpstart
Answers may vary

Explore
Enrichment activity 1
Similarities Differences
Teachers use discussion, assignment - Means of execution of tools
and community to educate students - Learning pace of students

Enrichment activity 2
Answers may vary

Enrichment activity 3

Solution 1: Solution 3:
People Governments to
should implement
have initiatives to
regular improve their
exercise citizen’s eating
and exercise
Problem: habits through
Obesity and education.
Poor Fitness

Solution 4:
Governments
Solution 2: to encourage
People their citizens to
should eat a walk or cycle
balanced by building
diet. more cycle
lanes or
increasing
vehicle taxes.
Enrichment Activity 4

Patterns of Written Texts Signal Words

1. Cause-Effect A cause of, because of, for, due to, as,

since, therefore, consequently, so, so
that, thus, the explanation for, and
accordingly

2. Problem Solution the problem/dilemma is, if/then, so that,

solves, an answer to, and addresses the
problem of

3. Classification a part of, a kind of, a group of, a way of,

a class of, an example of, divided into,
and comprised of
4. Comparison-Contrast similarly, in like manner, and in the same
way, on the contrary, the opposite,
compared to, in contrast, although,
unless, however,

5. Definition contain, make-up, involves, is/are,

means, is defined as, refers to, appears
to be, as, and pertains to

Deepen
Answers may vary

Gauge
1. A 11. B
2. A 12. D
3. A 13. B
4. B 14. C
5. B 15. D
6. D 16. A
7. D 17. D
8. C 18. C
9. A 19. C
10. C
5.
20. D

Lesson 2
Jumpstart
Answers may vary

Explore
Enrichment Activity 1
Answers may vary
Enrichment Activity 2
1. I visited Mr. Smith, the chairman of the board, on September 10.
2. President Smith gave a speech in which he said "Resigning is not an option."
3. May I visit the oval office, President?
4. He loved the book, which was called "A Day in France."
5. The Federal Bureau of Investigations (F.B.I.) looks into crimes, and the
Bureau also protects America.
6. I am originally from the South but i drove north and now i live in the North.
7. My courses this semester include English, science, and Math 100.
8. The State Board collects state and federal taxes.
9. September and October are the prettiest months of autumn.
10. The book, "The Big Red Dog," is a hit among children: they enjoy reading
about the dog's adventures.
Deepen
Answers may vary

Gauge
1. D
2. B
3. B
4. D
5. C
6. A
7. B
8. A
9. C
10. D
11. B
12. C
13. A
14. A
15. D
References
Printed Materials:
Miciano, Mishima Z. and Miciano, Remedios C. 2016. Enhanced English
Engagements: English for Academic and Professional Purposes. Don Bosco Press,
Inc.

Websites: Lepiten, A. (2017). Philippine Literature and Texts (Pre-colonial Times

and Spanish Colonizations). Retrieved July 23, 2020 from
https://www.slideshare.net/AttheaJaneLepiten/philippine-literature-and-texts-
precolonial-times-and-spanish-colonizations-77510710

Mendoza, A. and M. Silva. 21st Century Literature from the Philippine and the
World. Retrieved Jul7 23, 2020 from
https://www.scribd.com/document/412634387/21st-Century-Literature-of-the-
Philippines-and-of-the-World-1

Philippine Literature During the Pre-colonial Period. Retrieved July 23, 2020 from
www.learn.quipper.com
Cause and Effect Examples. Retrieved July 24, 2020 from
https://examples.yourdictionary.com/cause-and-effect-examples.html

Patterns of Development in Writing. Retrieved July 24, 2020 from

https://web.lit.educ/cac/student-resources/writing-guides/writing-
process/patterns-development-writing

Journey North Teacher’s Manual. Retrieved July 24, 2020 from

https://journeynorth.org/tm/ReadStrat15.html

Persuasion-Examples and Definition of Persuasions. Retrieved July 25, 2020 from

https://literarydevices.net/persuasion/

Effects of Bullying. Retrieved July 26, 2020 from

https://www.stopbullying.gov/bullying/effects

What is Bullying. Retrieved July 27, 2020 from

https://www.stopbullying.gov/bullying/what-is-bullying

Jose, F. Sionil. (2018). Why Freedom?. Retrieved July 27, 2020 from
https://mb.com.ph/2018/04/14/why-freedom/

Compare and Contrast Online Vs. Classroom Instruction. Retrieved July 27, 2020
from https://education.seattlepi.com/compare-contrast-online-vs-classroom-
instruction-1757.html

Problem-Solution Essays. Retrieved July 28, 2020 from

https://www.eapfoundation.com/writing/essays/problemsolution/

Free Capitalization Worksheet. Retrieved July 28, 2020 from

https://grammar.yourdictionary.com/capitalization/free-capitalization-
worksheet.html