Reading and Writing

Reading and Writing

Quarter 1 – Module 2: Patterns of Development in Writing: Description
First Edition, 2020

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Reading and Writing

Quarter 1
Self-Learning Module 2
Patterns of Development in Writing:
Description
Introductory Message

For the Facilitator:

Welcome to the Reading and Writing Self-Learning Module on Patterns of

Development in Writing: Description.

This Self-Learning Module was collaboratively designed, developed, and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st-century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Reading and Writing Self-Learning Module on Patterns of

Development in Writing: Description.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

This is your self-instructional learner module in Reading and Writing.

All the activities provided in this lesson will help you learn and understand:
Patterns of Development in Writing: Description.
Specifically, you will learn the following in this module:
1. Know the structure of the descriptive pattern; and
2. Construct descriptive paragraph on a given topic.

PRETEST

Directions: Write TRUE if the statement is correct and FALSE if otherwise.

Write your answer after the statement.

1. Descriptive paragraph helps the reader to see the picture of an object

in its absence. ______________
2. The topic sentence is always found in the first sentence of a
paragraph. ______________
3. The sensory impressions are those pertaining to the senses.
______________
4. Figures of speech are for poetry only. ______________
5. Descriptive paragraphs build images in the reader’s imagination.
______________

RECAP

Let us recall our previous lesson on patterns of development in writing.

There are eight patterns of paragraph development in writing. Narration as
discussed in our last lesson extends the requirement of chronological ordering
of events or situations. The use of transitional words or phrases signal the
time of the turn of events. Narration is telling a story and it embodies the
elements of setting, character, plot, conflict, and theme.
This module will help you understand description as another pattern
of development in writing.

LESSON

When we write paragraphs, we tend to recreate an imaginative

representation of the ideas that we have acquired and assimilate. These
paragraphs extend our vision in a written form. Words and group of words
became a circulating body of invisible objects ready to be digest by another
entity of interpretation and representation.
This module once again will explore the other pattern of development in
writing, the world of descriptions.
Description is one pattern of paragraph development that paints
pictures with words and brings the action or scenes to the reader. It appeals
to the senses -smell, taste, hear, sight, and touch through the imagination of
the readers. It builds mental images for the reader; it makes present what is
absent. -Source: Prentice Hall, Grammar and Composition 3
To write a good description you should learn to observe keenly and
accurately. Your eyes gather visual images; your ears gain auditory images,
and your mouth forms taste images. Behind the sense organs is the mind
which selects important details and allows unimportant details to go
unheeded.
Successful description demands a special technique depending upon
the purpose of the description. If you want to tell what a house looks like, use
objective or factual and scientific description. It describes the scene as it is
and stays away from emotional expression. Thus, “The house is painted blue,
spacious, and Mediterranean style”. If you want to give the effect the house
has on you, your description will be subjective or suggestive and
imaginative. This kind of description is based on opinion, emotion, and the
author’s own perception of a subject. It also looks at how one sees something
and wants something to be seen. “The house looks refreshing and exciting for
the beauty of its location”. The purpose of your description gives your work
unity.
Descriptive writing should always contain strong, specific details.
Features such as color, size, texture, shape, and condition should be
expressed clearly and sharply in action verbs, precise nouns, and colorful
adjectives.
Descriptive writing conveys a dominant impression through specific
details, sensory impressions, and figures of speech. The central dominant
impression is the focus of topic sentence that occur commonly at the
beginning of a descriptive paragraph. It helps the reader in understanding the
text for it sets the scene. It also provides a preview of what the story will be.
It also persuades the readers to continue reading. The supporting details to
the central dominant impression are the senses of sights, smells, sounds,
textures, and feelings commonly known as sensory impressions. It helps in
developing an absent things or ideas in the mind of the readers. The beauty
of linking one idea to another using figures of speech to provide dramatic
exchange of events and experiences add to the totality of the story.
When we talk about figures of speech, we tend to recall commonly used
in any paragraph development in writing. Simile is a comparison of two things
through the use of “like” or “as”. Metaphor is a direct comparison of two
things. Personification is the use of human characteristics to describe
animals, things, or ideas.

Suggestions for Writing Using the Descriptive Pattern

1. Decide on a particular topic. It can be a person, place, experience, or
even objects that has an impact on you and you can deliberately discuss
and explore it.
2. Think and formulate your dominant impression and start drafting a
statement.
 3. Consider your secondary purpose in writing your paragraph. It can be
to deliver entertainment or just to inform your readers on a particular
topic.
4. List down many details and sensory impressions as you imagine your
particular topic. Bank different vivid descriptions that will help you
explore your dominant impression.
5. Organize the flow of your sentences trying to imagine how your readers
can understand your point and be familiar with your topic.
6. Consider the involvement of your reader’s emotions. It is there that you
can be successful in conveying your goals in writing a descriptive
pattern.
7. Revisit your draft for consistency of tense, emotions, mood, and the
strength of your words’ vividness and its unity in the dominant
impressions that you presented.

Let’s try this.

How does one begin a description? Remember that the opening sentences
should set the mood and give a general, visual image of the subject. The
succeeding sentences will support the development of these central images or
ideas.

Let us examine the following paragraph.

(1) Then the sun was sinking and every prismatic color was
reflecting back from this ice-encased world. (2) The valley had
become like Ali Baba’s Treasure Cave that I had read about as a
child. (3) I found my eyes and throat aching with the beauty that
blazed outside the train windows. (4) Jewels seemed to glitter
from every bush, even withered blade of grass, every twig:
sapphires and turquoise, emeralds and amethysts, rubies
crystals, diamonds.
-Catherine Marshall as mentioned in the Prentice Hall Grammar and Composition 2.
 Dominant
Sensory Impression Figures of Speech
Impression

"The valley had

"The valley had
become like Ali
become like Ali
Baba's Treasure
Then the sun Baba's Treasure
Cave that I had
was sinking and Cave...."
read about as a
every prismatic child." "I found my eyes
color was and throat
reflecting back "...every
aching with the
from this ice- prismatic color
beauty that
encased world. was reflecting
blazed outside
back from this
the train
ice-encased
windows."
world."

The first part of the paragraph is objective and towards the end, it
changes to subjective.

ACTIVITIES

Activity 1
Using the above descriptive passage, choose the best answer by writing the
letter of your choice on the space before each item.

1. “The valley had become like Ali Baba’s Treasure Cave that I had read
about as a child.” is what kind of figure of speech?
A. Metaphor
B. Simile
C. Personification

2. What time of the day is described in “…the sun was sinking…”?

A. Dawn
B. Sunset
C. Sunrise
 3. “Jewels seemed to glitter from every bush, even withered blade of
grass, every twig: sapphires and turquoise, emeralds and amethysts,
rubies crystals, diamonds? is what kind of description?
A. Objective
B. Subjective
C. Both objective and subjective

Activity 2
Write your own descriptive paragraph with 5-8 sentences. You can have the
working title “The Pandemic’s Hero and Heroine in White Gown”. You can
describe what you have learned and seen during this time. What have you felt
upon hearing news about the sacrifices of our front liners? Remember to
include the central dominant impression, sensory impression, and the magic
of figures of speech.

The Pandemic’s Hero and Heroine in White Gown

______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
Remember that your narration will be graded according to the following
criteria.
Content (the essential elements in narration are developed) 10 pts.
Originality (personal experiences during the pandemic are shared) 5 pts.
Organization (turn of events with the use of transitional devices) 5 pts.
TOTAL SCORE 20 pts.
 WRAP-UP

As a summary, complete the statements below.

The three things that I have learned are __________, __________, and
__________.
I will share to others my knowledge through __________________________.

VALUING

There are modern heroes and heroine in our society during this
pandemic. They unselfishly serve the nation with high hopes. They remain
true to their promise when they pledge before the witnessing crowd. Their
white gown is enveloped with fear of being infected but the need and love to
serve others uplift their spirit to continue. There are also other heroes and
heroine in their own special way like garbage collector, barangay front liners,
cashiers, food delivery drivers, pharmacists, vendors, and the healthy and
young volunteer of each family to do some errands in going out of the safety
their humble home offers. Let us always pray for all these modern heroes and
heroine of our society.
 POSTTEST

Directions: Match the items in column A with the items in column B. Write
the letter of the correct answer on the space provided before each number.

A B

_____ 1. It builds mental images to the minds of a. Objective

the reader.

_____ 2. It is based on the opinion, emotion, and b. Description

the author’s own perception.

_____ 3. It describes the senses of sight, smell, c. Subjective

sound, texture, and feeling.

_____ 4. It describes the scene as it is. ------------ d. Dominant impression

-

_____ 5. It focuses on the topic sentence in a e. Sensory impression

descriptive paragraph.
 KEY TO CORRECTION

5. True 3. A 5. d
4. False 2. B 4. a
3. True 1. B 3. e
2. False ACTIVITY 1 2. c
1. True 1. b
PRETEST POSTTEST

References

Filomena T. Dayagbil, Ed.D., Ethel L. Abao, Ed.D., Remedios C. Bacus, Ed.D. 2016.
Critical Reading and Writing for the Senior High School. Quezon City: Lorima
Publishing Inc.
Gary Forlini, et al. 2005. Prentice Hall Grammar and Composition 2. Pearson
Education South Asia Pte. Ltd.