Department of Education

SCHOOLS DIVISION OF CITY OF MEYCAUAYAN

Pag-asa St., Malhacan, City of Meycauayan, Bulacan

Activity Sheet 8
in
ENGLISH
Fourth Quarter–Week 1
Use Appropriate Grammatical Signals
or Expressions Suitable to each
Pattern of Idea Development:
General to Particular
(EN8G-IIa-9)
 USE OF APPROPRIATE GRAMMATICAL SIGNALS OR
EXPRESSIONS SUITABLE TO EACH PATTERN OF
IDEA DEVELOPMENT: GENERAL TO PARTICULAR

LET US KNOW
When it comes to writing an essay or any academic papers, expressing
ideas is very important. If we are going to express ourselves, we must
organize our thoughts. The connections and links between ideas must be
clear. Make sure that the transition is smooth and the sentences must be
clear and comprehensive because if not, our thoughts or message is not well
structured, and it may bring confusion to the readers/listeners. Ideas must
be established and clear not only for ourselves, but also for our
readers/listeners. Being organized is a matter of balancing two concerns; the
idea, and the delivery to your receivers. Grammatical signals act as bridges
that bring together the ideas conveyed by using connection between sentences
and paragraphs.
In composition, general-to-particular order is a method of developing
a paragraph, essay, or speech by moving from a broad observation going down
to the very specific details of a certain topic. It is also known as the deductive
method of organization.
This lesson will help you to organize information effectively by using
the proper use of transition words in constructing sentences or paragraphs.

LET US REVIEW
Directions: Answer the following questions. Write your answers on
a separate sheet of paper.
Recap!

What is Parallelism?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Write five (5) examples of parallel sentences.

1. __________________________________________________________________
2. __________________________________________________________________

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 3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________

LET US STUDY
General to particular is a method of writing a composition that
discusses the broad topic using specific details that support the
topic.

General to Particular Transition Words

1. Transitional words
a. In general – It is used to indicate that you are talking about
something as a whole, rather than about part of it.

Example: The conclusion of the story was a little disappointing,

but in general the book was pretty good.

b. Overall – It is used to indicate that you are talking about a

situation in general or about the whole of something.
Example: She likes the overall quality of the product.
2. Specification words
a. For example – It is used to introduce and emphasize
something, which shows that something is true.
Example: Children should eat less junk food. For example,
they should avoid eating burgers and chips.
b. Such as – It is used to provide specific examples of something
you're talking about.
Example: There are many religions, such as Buddhism,
Christianity, Hinduism, Islam, and Judaism.
c. Including – It is often used to introduce examples that further
explain something mentioned in the sentence.
Example: We need to prepare enough food to feed many people
including children.

2. 2. Specification words
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As an example Such as
Including For exam
 LET US PRACTICE
Directions: Complete each statement by using the general to
particular transition words. Be guided with the Rubric below.
Write your answers on a separate sheet of paper.
1. Managers experience several different personnel problems that must
be solved before a business can work effectively
_____________________________________________________________________
_____________________________________________________________________
2. Acrophobia is an intense, unreasonable fear of high places
_____________________________________________________________________
_____________________________________________________________________
3. My friend Sammy traveled to distant countries
_____________________________________________________________________
_____________________________________________________________________
4. There is a similar word in many languages,
_____________________________________________________________________
_____________________________________________________________________
5. There are several different ways to bind a book
_____________________________________________________________________
_____________________________________________________________________

RUBRIC

Scoring Unsatisfactory Needs Satisfactory Outstanding

Scale Improvement
Criteria 2 3 4 5

Organizes Organizes ideas Organizes ideas Thoughtfully

ideas or or or organizes
Focus/ information information in information in a ideas or
Organization with no an clear information in
paragraph incomplete paragraph(s); a
format paragraph; uses clear
and does not attempts some transition paragraph(s)
group to use some words and using
related ideas transition words; phrases transition
together, no has to connect words and
transition a weak ideas; has phrases
words; no introduction an introduction to connect
introduction and/or and ideas, strong,
and conclusion conclusion clear
conclusion introduction
and
conclusion

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Language 8 or more 6-7 errors in 4-5 errors in 0-3 errors in
Mechanics errors in capitalization capitalization capitalization
capitalization and/or and/or and
and/or punctuation; punctuation, punctuation,
punctuation, written written in written in
meaning is lost in unclear mostly clear,
due sentences clear, complete complete
to unclear with some sentences sentences
sentences and fragments
multiple
fragments
Cleanliness/ The writing is The writing is The writing is The writing is
Penmanship less tidy, hard neat enough but neat, easy to very neat, easy
to read and less still readable read and the to read and the
clean. and the sheet is sheet is clean. sheet is clean.
less clean.

LET US REMEMBER
Directions: Fill in each blank with the missing word/s to
complete the statement. Write your answers on a separate sheet
of paper.
Transitional signals are words that are used to connect (1) ______ and
make them flow smoothly from one sentence to another or from one
paragraph to another. They indicate to the reader the relationships between
(2) ______ and (3) ______ to make it easier for the reader to understand the
flow of ideas.

General to a particular or (4) ______ order is used to connect a general

idea to a particular instance of the idea. It involves the process of moving
from a general statement, principle, or law to specific details. We usually
used some (5) ______ to help readers to understand clearly the details and
even the examples. The writer should make sure the reader can understand
and to relate specific examples.

LET US APPRECIATE
Directions: Answer the following questions. Be guided with the
Rubric in the previous activity. Write your answer on a separate
sheet of paper.
1. What have you learned from this lesson?
2. What is the importance of knowing the transition words in general
to specific in writing?

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 LET US PRACTICE MORE
Directions: Answer the following questions. Write three (3) to five
(5) sentences in the form of general to specific order. Make sure to
use the transition words inside the parenthesis. Write your answers
on a separate sheet of paper.

Example: Why do we need to plant more trees? (such as)

Trees are important part of our environment. It helps to
prevent many environmental issues such as soil erosion wherein the
roots of the trees keep the soil strong and bonded to the land and air
pollution that helps to clean the air we breathe.
1. ____________________________________
How do we keep our ____________________________________
body strong and ____________________________________
healthy? ____________________________________
____________________________________
(For example)
____________________________________
____________________________________

2. ____________________________________
Should parents
____________________________________
restrict their children
____________________________________
in using technology?
____________________________________
(In general) ____________________________________
____________________________________

How do we prevent
3. ____________________________________
the spread of Corona
____________________________________
virus?
____________________________________
(For example) ____________________________________
____________________________________
____________________________________
Rubric:
5 pts. The entire idea is well organized and clear according
to the given task.
4 pts. The idea is comprehensible, however, some details are
not clear according to the given task.
3 pts. Idea is somewhat unclear due to some complicated
details.
2 pts. Idea is not clear, and most of the details are complicated.
1 pt. Idea is not clear at all.

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 EVALUATION

Writing with a Purpose

Writing can be of many kinds depending on the purpose of the
writer, or the reason that motivates or prompts a person to write.
It is important to have a clear idea of your purpose when you write.
Your purpose gives your writing a direction. It keeps you aware of what
you want to achieve by your writing. It helps you to define the form, style
and tone of your writing.
You may write for different purposes:
1. You may write letters, journals or poems to express your feelings
and thoughts.
2. You may write essays, editorials, or speeches to influence how
others think or feel.

Directions: Choose a health issue you are interested with, and then write
your own ideas on how to have a good and healthy body. Make sure to use
the transition words in writing an essay. Be guided with the Rubric on the
last page. Write your answer on a separate sheet of paper.
Writing Stages

1. Prewriting - Choose a health issue you are interested in then write

your own ideas on how to have a good and healthy body. Express
your feelings/thoughts and list down your ideas as you make a
mental plan of what you want to write about the topic you have
chosen.
2. Drafting – Keeping your purpose in mind and using the form that
you have chosen, let your thoughts flow as you write your first draft.
Introduction
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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Body

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Conclusion

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Sharing and Revising – Ask for feedback/suggestions from your
peers/teacher.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. Editing and Publishing – Finalized your manuscript.

Introduction
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Body

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Conclusion
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
 RUBRIC

4 3 2 1
Very Good Good Fair Poor

CONTENT

The writing is The writing is fairly The writing shows The writing lacks
insightful, insightful, some evidence of evidence of
containing well – containing meaningful meaningful
developed generally well – thought, but thought, and ideas
thoughts and developed several ideas are are hardly
ideas. thoughts and not clearly developed.
ideas. developed.

ORGANIZATION

All ideas are Most ideas are Ideas are often not Ideas are hardly
connected and connected and connected or connected or
arranged clearly arranged clearly arranged clearly or arranged clearly or
and effectively. and effectively. effectively. effectively.

PURPOSE AND FORM

The purpose is The purpose is The purpose is not The purpose is not
very clearly seen in mostly seen in the easy to tell from easy to tell from
the writing. The writing. The form the form of writing. the form of writing.
form of writing fits of writing fits and
and achieves the achieves the
purpose purpose
completely. adequately.

CONVENTIONS

There are no errors There are few There are several There are many
in grammar, errors in grammar, errors in grammar, errors in grammar,
punctuation and punctuation and punctuation and punctuation and
spelling. spelling. spelling. spelling.

TOTAL SCORE: ________

References for Learners

Online sources
http://www.use-in-a-sentence.com/english-words/transitions/in-general.
https://www.english-at-home.com/giving-instructions/
https://www.google.com/search?q=activity+for+general+to+specific+pattern+transition&oq=&aqs=chrome.6.
69i59l8.1614183j0j15&sourceid=chrome&ie=UTF-8

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 All Rights Reserved
2020

ACKNOWLEDGEMENT

CAROLINA S. VIOLETA, EdD

Schools Division Superintendent

JERRY D. CRUZ, PhD, CESE

Asst. Schools Division Superintendent

DOMINADOR M. CABRERA, EdD

Chief, Curriculum Implementation Division

EDWARD C. JIMENEZ, PhD

Education Program Supervisor- LR Manager

MARILOU J. DEL ROSARIO, PhD

Education Program Supervisor- English

MAY ANN AGUILA/ MARIA VIRGINIA PANISAN/

NEVILLA SISON/ ANA LIZA TEODORO
Content/Language/Layout Evaluators

KATRINA BEATRIZ DG. PADERO

Developer/Writer

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