Reading and Writing

Module 3
Patterns of Development
At the end of this module, I can
 Distinguish between and among patterns of development.
 Use effectively the different graphic organizer in arranging my ideas.
 Comprehensively understand the use of the patterns of development in writing.

Content
Narration
Description
Definition
Exemplification/Classification
Comparison and Contrast
Couse and Effect
Problem-solution
Persuasion

Patterns of Development are used to arrange ideas to achieve the writer’s purpose in writing the text. For
example, when writers would like to define a term, that writer would be stating what the term means to them as
the central idea of the text. And then, in the body of the text, writers would provide examples, describe, and
many other facts to support the definition of the term stated in the thesis. Even though, the text includes a
description, the reader will still be able to tell that the writer intends to make the readers realize that the text is
primarily concerned with defining a term and not to merely visualize whatever the world signifies. A pattern of
development determined the central idea of the text. If you have many things to say about a topic, and you
cannot decide which idea to focus on or include in your thesis statement, you just have to recall your purpose in
writing the text. This was you can decide on which pattern of development to use.

Notice the difference between the main idea of definition and description pattern in the box bellow.

Definition Description
Main Idea A personal computer is a general My personal computer looks very
purpose computer that serves an futuristic and eye--catching.
indispensable tool for college
students

Patterns of Development also determine how ideas should be arranged in the body of the essay. Even
though the general topic is the same (Personal Computer), the two writings will have different supporting points
because each pattern of organization is designed to fulfil a specific purpose.
 Narration
Narration tells a story. It relates an incident or series of events that leads to a conclusion or ending. It tells the
readers when, where, and what happened.
A narrative paragraph contains action verbs and transition words that indicate time or sequence. The following
are some transition words used to signal time or sequence order:
First, second, etc.
After, next, then, eventually, soon
Meanwhile, a short time late
During, at the same time, simultaneously
Suddenly, instantly, momentarily
The next day, following, thereafter
In the end, ultimately
Narration is usually used in the humanities. In writing class, for instance, you can write about a particular event
or situation.
 The narrative paragraph tells a part of a history in the first person. It shows a sequence of events
connected by transition words
like then, suddenly, finally, momentarily, and the next day. Also, action verbs like was waking, ran, and
fell are used to indicate movement.

READING ACTIVITY 1

Malacañan memoirs, February 28,1949

by Ernesto T. Bitong
February 28, 1949–FEBRUARY 3, 1945 is a date to remember.
The day was depressing. The sun shone briefly at noon and later was lost among the low-hanging clouds. I felt
that something was going to happen. The air seemed to be charged with something ominous.
Early in the morning, I learned that the Kempeitais  had paid another visit to the CO’s office in Malacañan
Annex and got the roster of the Presidential Guards and a list of the arms in the PG Armory. The strength of the
Guards then was greatly depleted. The exodus to Baguio of Dr. Laurel and his cabinet in the latter part of
December 1944 had left Malacañan with only a skeleton force. It was this small band that neutralized the efforts
of the Japanese marines to appropriate for themselves the use of the Palace.
Count Kano, the liaison officer of the Japanese Military Administration in Malacañan, came late in the morning
and left hastily a little later for parts unknown. This was something irregular. Kano usually came to the office
early and left late in the afternoon.
Guard mount was held at two o’clock instead of the usual five. This further enhanced my suspicion that
something was in the air.
In the growing dusk, I kept to my post in the Executive Building. My senses were cocked to everything around
me. Then it happened. I heard desultory firing in the northern part of the city. The phone near my position rang.
It was from an agent from the Bureau of Investigation. He reported that there was street fighting in the vicinity
of Blumentritt. I contacted the Sergeant of the Guard and apprised him of the situation. He ordered the closing
of the gates and directed the men to take the best positions.
The crackle of gunfire and the rumble of tanks drew nearer and nearer. A single column of big tanks painted
drab green lumbered into view. While the column rounded the corner of Mendiola and Aviles, a truckload of
Jap heitai-sans followed by a sedan of Jap officers came upon the scene. They were greeted by 75’s and .50
caliber machine guns. The armored column came to a halt in front of Gate 4.
We were in a quandary. They could not be Americans, for according to the latest “dope” from the guerrilla
grapevine, the Yanks were somewhere in Bulacan. Surely, they could not be here so soon. And supposing they
were Americans, would they fire on us if we opened the gates, thinking that we were Nipponese marionettes?
These thoughts raced through our minds as the armored column waited outside the gate.
Then I heard wisps of conversation from the tank column. The nasal twang was unmistakable. I felt immensely
relieved. A big hunk of a GI detached himself from the column and walk boldly to the iron gate. He unscrewed
the bar that held the two leaves of the gate in place. My heart was beating like a tomtom. I kept rooted to my
position.
The lead tank pushed the gate open and clanked in, followed by the rest of the armored unit. The turret of the
lead tank opened and out came a crash–helmeted figure. Apparently, he was the leader of the tank column. I
learned later that he was Capt. “Bud” Hickman, of the Second Squadron under Lt. Col. H. L. Conner.
Sgt. Carlos San Pedro rose from his concealed position and approached Capt. Hickman. After they exchanged
salutes, the tank man told him, “I’d like to see your Commanding Officer.”
Our commanding officer, Maj. “Jess” Vargas (now chief of staff of the Philippine Ground Forces, AFP) was in
the Executive Building. While Vargas and Hickman introduced themselves, they were joined by Maj. Napoleon
Valeriano, who led the armored unit to Malacañan. (Maj. Valeriano is now PC Provincial Commander of
Pampanga.)
Associated Press Correspondent Richard Bergholz, expressing astonishment at the feebleness of the Jap
opposition to the American drive toward Manila, said: “It’s definitely a race between forward elements of the
First Cavalry and the 37th Division to see who enters Manila first.” In this race the mechanized First Cavalry
won.
Meanwhile, the GIs rigged .50 caliber machine guns at Gate 4 and around the periphery. They dug in and
awaited Banzai attacks. The medics cleared the southern section of the Executive Building of the desks and
other office paraphernalia and set up a hospital… Two tank men were wounded in the encounter near Gate 4:
one was hit near the pulmonary region and died before midnight, the other was grazed in the neck. Mrs.
“Mommie” Pecson (now a senator) made herself useful by serving the GI “dogfaces” cookies and hot coffee
and entertaining them with her stories about her experiences in the good old USA.
The next morning, February 4, the Japs must have found their bearings. They rained murderous artillery and
mortar fire on the Malacañan compound. Several American casualties were brought in for treatment. The
medics were kept busy.
For tactical purposes, Malacañan was divided into two sectors. The Palace and the immediate grounds were
assigned to the Guards. The Americans were assigned to the Executive Building and the surrounding areas
including the Annex Building. The Palace grounds were swept with Jap machine gun fire from the San Miguel
Brewery. Sorties were sent out to destroy the Jap stronghold. The Americans in their sector had enough trouble
on their hands to keep them busy. Strong Jap positions in the Malacañan Park across the Pasig river menaced
the Yanks with their knee mortars. All through the day there were exchanges of gunfire. Before nightfall
American firepower asserted itself. The Jap ammunition dump in Pandacan was hit. All night long shells in the
ammo dump exploded. It was like a New Year’s Eve and July Fourth celebrations rolled into one. For several
days thereafter fighting continued intermittently.
On February 7 we had a distinguished visitor, that almost legendary figure—General Douglas MacArthur.
There was no mistaking the tall, handsome, stern military bearing, the distinctive cap. With him was Col.
Andres Soriano. They visited the Palace and the Executive Building. The General paused at the slit trencher and
“battled the breeze” with the GI dogfaces. Later he walked up to the San Miguel Church escorted by Maj.
Valeriano.
Two hours after General MacArthur’s departure, the Palace was subjected to the heaviest shelling since the
arrival of the Americans.  The families that took refuge in the Palace had to be evacuated to the Executive
Building. The Palace shook from the effect of the terrific shelling. The southwestern side of the Palace was
destroyed. All the windows in the Executive Building were broken. Many casualties were brought in.
Malacañan was left to the Guards when the tank column moved to Santo Tomas University Camp in accordance
with orders from higher headquarters. The only Americans left in the compound were a platoon of signal
corpsmen who lost no time in establishing themselves in the presidential air-raid shelter behind the Executive
Building. The Japs stationed at the Hospicio de San Jose continued to threaten the Malacañan fortress.
Camouflaged with water lilies and other plants, the Japs attempted crossings at night. But they were always
checked by the Guards who peppered them with rifle fire.
The first crossings to the southside of Manila of amphibious tanks through the Uli-Uli Road wrote finis to the
attacks on Malacañan. The Guards played a stellar role.
Activity 1. Questions:
1. What is the point of the writer in writing the text?
2. What is the main idea of the text?
3. What is the setting of the text?
4. What are the major events mentioned in the text?
5. What are the supporting details mentioned? How do they affect the text?
Description
Descriptive text is a type of writing that creates a clear picture of a single scene, odject, person, place, or
anything visible, when you are writing a descriptive text, think of yourself as a camera. You must remember to
focus your discussion on one single item to describe because a camera connot focus on may items or spots at the
same time. In addition, it appeals to the reader’s senses; it makes the reader see, hear, tastre, smell, or feel the
subject.
A descriptive paragraph has concrete and specific details, which are carefully chosen by a written to
paint a picture in the mind of the reader. Literary analysis, descriptive essay, business plans, lab reports, and
research papers are some examples of writing genres that use descriptive paragraphs.

If you were to describe a person to your parents, who would it be and why would you describe him or her?
How about a place? What place would you describe to your friend? Why would you choose that place

READING ACTIVITY 2
Hymenopus coronatus, the orchid mantis, is a remarkable creature. Against any opponent but a careful
entomologist with a cardboard box, the mantis is a lethal hunter and master of camouflage. Its four front legs,
head and thorax are covered in delicate structures resembling colorful flower petals. In appearance, it looks like
nothing so much as a praying mantis covered in beautiful painted fans.
As for its behavior, like any good mantis, it is an ambush predator. It takes full advantage of its unique
appearance, settling amongst the petals of orchids and awaiting visiting insects. It favors butterflies and moths
for its meals, but will happily take any insect on offer. Indeed, it need not even be an insect: particularly
voracious orchid mantises have been known to feed on small lizards, frogs, mice and even birds.
Its behavior among its own kind is no different. Like many mantises, orchid mantises are opportunistic
cannibals. They don't go out of their way to devour their own kind, but should one stray into striking range of
another when it's feeling peckish, it may well become a meal. H. coronatus is not recorded as performing the
praying mantis's infamous reproductive cannibalism, however.
Its relationship to humans is neutral, verging on positive. H. coronatus is not an ally of the committed
gardener like the aphid-devouring ladybug, but it will nibble on any pests that present themselves. Aside from
that, the orchid mantis is only valuable to humans for its extraordinary beauty.
Hymenopus coronatus is an example of a unique form of beauty that exists only in nature, careless of human
judgment, designed for function rather than form, but still capable of making an observer catch their breath at its
strange loveliness.

Activity 2.
A. Answer the following Questions:
1. What is the article all about?
___________________________________________________________________________________
2. What descriptive words and phrases are used by the author in writing the text?
___________________________________________________________________________________
3. What transitional words and phrases are used in the text to show logical arrangement?
___________________________________________________________________________________

B. Analyze the text by writing the main idea and support details on the blanks.
Main idea:____________________________________________________________________________
Supporting point 1:_____________________________________________________________________
Supporting point 2:_____________________________________________________________________
C. Did you notice the descriptive words and phrases in the specific details? See the examples below and look
for more in the article.
1. Remarkable
2. Careful entomologist
3. __________________
4. __________________
5. __________________
6. __________________
7. __________________
8. __________________
9. __________________
10. __________________
 Definition
You often encounter texts, especially when you browse reference books such as encyclopaedia and
text. A definition text explains not just what something means or is, but also what something does, what
something is used for, what something looks like, etc. Simply put, to write a definition text is to write about
something in such a way that you distinguish it from any other thing in the world.
A definition text is not only used for the purpose of informing. You may also use this type when you
want to entertain, that is by giving a humorous definition of a popular term. Perhaps you may want to define a
term that could enlighten people about a controversy. Those are just some of many ways you can make use of
your skills in writing a definition text.

READING ACTIVITY 3

You know the feeling: you're reading a website or streaming a movie when your Wi-Fi goes out. What is
Wi-Fi, and why do we depend on it so much? Understanding the concept of Wi-Fi is important for users of
modern technology because it connects us to the world.
Wi-Fi is the wireless local network between nearby devices, such as wireless routers, computers,
smartphones, tablets, or external drives. It is part of the LAN (local area network) protocols and has largely
replaced the wired Ethernet option. When your device has Wi-Fi turned on, it can find the nearest router. If the
router is connected to a modem and works with an Internet service provider (ISP), your device can now access
the Internet and other devices on the network. Wi-Fi covers a much more limited area than a cell phone tower.
However, Wi-Fi does not use expensive cellular data like LTE or 4G.

Many people believe that Wi-Fi is short for "wireless fidelity." The founding members of Wireless
Ethernet Compatibility Alliance needed a name that was easier to remember than "wireless ethernet," and much
easier than Wi-Fi's actual original name, "IEEE 802.11b Direct Sequence." They added the slogan "The
Standard for Wireless Fidelity," but dropped it after people mistook the meaning of Wi-Fi. The name is a play
on the term "hi-fi," which is a high-quality reproduction in stereo sound ("high fidelity"), and not related to Wi-
Fi at all. The IEEE 802.11b standard has since been upgraded to faster protocols, including 802.11g, 802.11n
and 802.11ac.

Because of Wi-Fi's widespread use and popularity, Merriam-Webster added "Wi-Fi" to its dictionary in
2005, only eight years after it was invented. Today, most modern computers depend on Wi-Fi for Internet
access. Free Wi-Fi is available in many restaurants, hotels, and coffee shops. It is also easy to install in your
home for private use. However, even private Wi-Fi connections should be password-protected. Joining an
unprotected Wi-Fi network, or allowing others to join your network, could compromise your online safety and
privacy.

Understanding what Wi-Fi really is can protect you and your information. When used correctly and
safely, Wi-Fi is an essential part of the 21st-century experience. Whether you're watching your favourite show
or finishing up a research paper, you should know more about how data travels to and from your device.

Activity 3.
1. Have you heard the word Wi-Fi
2. What do you already know about the word Wi-Fi
3. What do you think are the synonymous of the word “Wi-Fi”?
4. How does the author define the word Wi-Fi?
5. Define the word Wi-Fi based on the information in the text you have read.

Guide
I. Writing the main idea for a Definition Text
A. Choosing a topic for a Definition Essay
Think of a difficult or unfamiliar word you can define. You may try to think of a popular
term in different fields of study. Any term could be a good topic for a definition. It is how
you present it through your thesis that makes the difference.

B. Formulating your Opinion

Write your opinion depending on your purpose in writing. If you want to entertain, you may
define the term in a humorous way. But if you want to persuade, you may define the term in
a more serious manner. In addition, if you want to inform, you may use the regular formula
 for writing a definition: X is Y that is Z; where X is the term, Y is the classification, and Z is
the distinguishing characteristics.

II. Supporting the Main Idea

In supporting the main idea, you have to think of the words associated to the term being
defined. You may include synonyms, antonyms, examples, and non-examples.

Connect your ideas with transitional words that signal definition and examples such as
defines as, connotes, is/are, indicates, means, suggests, is not, for example, like, such as,
another trait, Specifically and many more.

Exemplification/Classification
Classification is the method by which means one divides things into groups, classes, or categories;
EXEMPLIFICATION, on the other hand, is the method of providing examples and illustrations in order to
further clarify or explain a concept or subject matter. When you provide an example, you are actually taking one
of the things that are classified. For instance, classified under outdoor hobbies, and taking running as an
example of the type of hubby is an exemplification. Because classification and exemplification go hand-in-
hand, they are tackled together in this module.

Reading Activity 4

Weight Loss

People looking to lose weight have a few options: exercise, diet, weight loss pills, and surgery. Exercising
involves going to a gym, working out at home, or joining some sort of class or sports team. Those who are
dieting can talk to a doctor about a plan for them. Weight loss pills can be taken, if proper precautions and
directions are followed. Individuals who are severely overweight can talk to a doctor about having surgery to
lose the weight that they need.

Rock Music

The genre of rock music encompasses many distinct styles under the same umbrella. While the genre began
with guitar - and piano-driven popular songs, today there are literally hundreds of variations on the original.
Electronic rock contains elements of computer-generated or synthesized instruments, including drum machines
and electronic guitars, in addition to some of the elements from the original movement. Heavy metal focuses
less on melody and more on heavy guitars, while folk-rock typically uses a much more acoustic sound with
instruments like banjos and harmonicas. Emerging in the late 1970s were glam rock and punk rock, which share
a stripped-down sound and emphasize aesthetics, while punk rock tends to be more aggressive and glam tends
to be more theatrical. Even today, rock music tends to share a distinctive beat with electric or acoustic guitars.

Friendships

Although friendship is something that most people enjoy, friendships are not all the same. Some friendships are
forged from a long-term familiarity with one another, and other friendships can spring up just by spending one
fun evening together. Not all friendships result in daily or even weekly time spent together; long-term
friendships can be kept afloat using communication tools like the Internet and telephone, while other friendships
result in sporadic get-togethers sometimes months or even years apart. People seek different things in
friendship, meaning certain friendships result around trips to a diner or video games while other friendships
may occur due to a work relationship or general common interests.
 I. Writing the main idea for Classification-Exemplification Text
A. Choosing a topic for a Classification
Think of things that can be divided into subgroups such as types of musical instruments,
gadgets, sports, etc.
B. Formulating Opinion
In writing the main idea a classification text, you must express your opinion or how you
feel or think about the classification of your subject (e.g. Equally important, extreme
difference, etc.)
II. Supporting the Main Idea
A. Generate supporting details for the main idea of your classification text by making a graphic
organizer similar to the one bellow:

Terms

Definition Antonyms

Synonyms Examples non-examples

Writing a classification-exemplification text is a useful skill. This skill can be used in understanding
complex topics in your academic courses. In reading and writing classification-exemplification texts, you must
remember to pay attention to the categories which are used to divide the general idea into subgroups.
Furthermore, you must also look for and take note of the specific characteristics of each subgroup, including the
examples.

Comparison and Contrast

Choosing is a task that you almost always have to do in your everyday life. Whether it be about selecting
your outfit of the day or choosing which meal to order in the canteen, you get yourself into some sort of debate
with yourself and arguing for the choice you think is the best. In any of these situations, you engage in
comparing and contrasting so that you will know exactly why you should pick any of these choices. Comparing
and Contrasting as a pattern of development in writing is used when writer would like to critically discuss two
things in relation to each other by citing their similarities as well as their differences. This pattern is something
you actually do fairly regularly such as when you decide on a particular brand of a product to buy from a store
or when you decided what particular course of action you should take.

You often weigh the similarities and differences of certain things because your ideas become clearer
when you analyse them by using comparable points. Comparable points are the particular properties shared by
two or more things that you compare or contrast. For example, if you were to compare and contrast two fast-
food chains where you frequently eat your lunch, your comparable points could be their service, product, and
pricing.

Reading Activity 5

Pre-reading:
1. Read the title. Skim the main text.
2. What do you think the selection is all about?
3. What do you already know about the topic of the text?

While reading
1. Look at the words.
 2. What do you think the author means by “changes of old age”

Responses: “Raging” VS “Slipping”

Walter Johnson
The speakers in Joan Alesshire’s poem “Slip ping” and Dylan Thomas’ poem “do Not go Gentle into
that Good Night” describe their responses as their fathers face the changes of old age. The speakers in these two
poems look at their aging parents in every different ways.

In “Do Not Go Gentle” the speaker is talking to his father and is telling him to fight against “the dying
light”. The speaker sounds like he is giving a speech that is meant to convey the conviction to his father, and a
larger audience would be informed as well, that it’s important to “rage, rage” against the changes of old age.
This is advice given to all old men, not just to one old men. Then each of the stanzas that follows talks about
one category of old men and shoed that no matter what they may have done in life, in the end they all fight the
changes that lead to death. They did not give in easily.

The regular rhythm and rhyme in the poem contribute to making it sound like an argument. This
repetition emphasises the speaker’s plea. It sounds like a carefully planned speech that designed to be very
convincing to anyone who hears it, not just the father who is not spoken directly until the last stanza.

It’s hard to tell where this speaker is. He isn’t really in the house or a work place or any building. In the
middle four stanzas, the men describes are related to parts of nature but these seemed to be general and not
specific places. The father in the final stanza is on a “sad height”, which doesn’t seem like a real mountain.
Instead, it may be a metaphor for a final place of humans reach just before they die. All these setting elements
emphasized that the speaker is arguing for an approach to old age that he thinks is best for many men. Of
course, it was also best for his father as well.

Most of the images in the poem are visual. They are things you see and think about. Things you feel or
experienced are not pictured. For example, the speaker talks about words that “forked no lightning” and deeds
that “might have danced in a green bay”. The speaker talked about past deeds rather than about the present
experience of aging and (possibly) illness that these old men, and the speakers’ father, now face.

The speaker’s note in “slipping” is explanatory and accepting. The speaker is describing the changes in
her father with understanding. She sympathizes with her father and understands what he is facing, but she
doesn’t wish him back the way he was. She expresses, instead, her love for his new way of expressing his
emotions.

In “Slipping”, there are no rhymes, and seems like an ordinary conversation and not like a planned
speech that is making an argument. The speaker even uses direct quotations, giving the exact words of her
mother and father.

In “Slipping”, the settings are from real life, the father is shown driving a car, taking a walk with her
daughter, and there is a picture of him teaching in his classroom.

The images in “Slipping” are personal and appeal to both sight and touch. The father’s leg “tailing a
little” and the “curtain of mist” that obscures his sight makes the changes he faces specific. He is compared to a
“child who keeps pulling on your hand”, and his feelings are exposed like someone who is dressing behind a
screen that suddenly falls down.

The speakers, who clearly love the aging fathers, have different responses to the changes they see. The
speaker in “Do Not Go Gentle” takes the responsibility for his father’s life on his own shoulders. He tells his
father how to approach old age. It seems like the speaker just thinks about death as the ultimate enemy which
everyone should fight. On the other hand, the speaker in “Slipping” sees both negative aspects of the changes
and also the positive aspects. The speaker in “Do Not Go Gentle” rages against accepting his father’s changes.
On the other hand, the speaker in Aleshire’s poem just slips into this new phases of life.

Post-reading
1. What are the things being compared in the text?
2. What is the main idea of the text? What are the points that support that main idea?
3. How does the author compare and contrast the two items?

Activity 5
A. Come up with ideas by completing the graphic organizer below:
 Face to Face
Online Learning
Learning

Cause-and-Effect
A cause-and-effect text explains why something happens or what results a particular event produces.
Writing such is a practice critical thinking because one must be able to logically trace connections among
different ideas or phenomena in order to establish cause-and-effect relationship.

Writing cause-and-effect essay is basically explaining the reason why an event or phenomenon occurs
and/or what its results could be. This pattern of text development is often used in research papers whereby the
writer provides an overall-impression—that is, positive or negative—of the causes and/or effects of the
phenomenon or event. When you, as a written, use this pattern, you should be able to support your ideas well
with relevant pieces of evidence for your point to be accepted by your readers. Furthermore, you should use
transitions that signal the cause-and-effect pattern
.

Activity 6
Use the cause-and-effect graphic organizer.
 Effects of Video Games

Problem-Solution
As the name explicitly tells, problem-solution pattern is the pattern of development that focuses on
either a problem or solution in a particular are or situation. In this patter, the writer’s topic could be a problem;
while the writer’s points would be the solution to the problem. Problem solution texts are probably the most
useful pattern of text development in the terms of expressing the writer’s concern for the other people. With this
pattern of development, you will be able to write about the problems in your community or society that need to
be addressed and able to offer a solution. This pattern is used by people who write editorials, letters to the
editor, newsletters, office memos, and many other types of writing that are designed to call the attention of
people concerned with a particular problem that affects many other people.

This pattern of development is observed in a number of different texts whose purpose is to provide an
answer to an existing problem that affects a number of people. When using this pattern, it is essential to explain
what the problem is and why it is considered a problem before proposing logically sound and practical solutions
to address it.

Solution 1:
_________________

Problem:

Increasing Solution 2:
Suicidal
Tendencies
amongst Youth
Solution 3:

Persuasion
 Have you ever been hanging out with a group of friends and suddenly decided you all wanted to go grab
dinner? Trouble is, you're all in the mood for different kinds of food. One person wants pizza, another wants
burgers, and you really, really want Chinese. Someone has to step up and convince the others, and you decide
that person is you. But, if you want to succeed, you're going to have to really persuade your friends that Chinese
food is the best choice.
This concept of persuasion works the same way in writing as it does in casual conversation. Authors use
persuasive writing to change the minds of their audience about a specific topic. Persuasive writing is a type of
non-fiction writing used to convince the reader to agree with the author about an issue. The author will rely
heavily on facts to express their opinion and use them in an argumentative type of writing style.
When using persuasive writing, the author should never express their personal opinions, but instead
should use facts to convince the reader to agree with them. In some cases, the author will present information to
the reader about two sides of an argument. This is done to show the reader that they have thought about both
sides and helps the writer shut down any counterargument that the reader may have about the issue. This type of
writing style is commonly found in argumentative essays, articles, scripts for commercials and political
campaigns, just to name a few.
Remember to connect your ideas with transition words that signal persuasion such as the following:
undoubtedly, truly, admittedly, although, despite, consequently, nevertheless, of course, obviously, on the one
hand, on the other hand, however, and so on.
Activity 8
Brainstorm on the topic and its details by completing the graphic organizer below:

Opposing View: Supporting Views:

Topic: The use of Dolomite to Rehabilitate Manila Bay.

What were your thoughts or ideas about the What new or additional ideas did you learn
Patterns of development, articles, and stories to after taking up this lesson?
the discussion of this lesson?
I thought I learned

Teacher’s Background and Contact Details:

Name: MARC HAROLD I. FLORES

Cellphone Number: 09955962516
FB/Messenger Account: Marc Harold Ignacio Flores
Email Address: mhflores536@gmail.com

References:
https://examples.yourdictionary.com/descriptive-essay-examples.html
https://examples.yourdictionary.com/definition-essay-examples-and-topic-ideas.html
https://examples.yourdictionary.com/what-are-examples-classification-paragraphs.html
Judith A. Stanford. Responding to Literature: stories, poems plays, and essays. New York: McGraw Hill, 2006.
Diwa Senior High School Series, Reading and Writing Skills.