PATTERNS OF DEVELOPMENT
Patterns of Development
 helps you follow ideas easily and understand a
text better.
Narration
 storytelling
 It is a sequence of events, not necessarily
arranged in chronological order, told by a narrator,
happening in a particular place at a particular
time.
Definition
 helps to clarify and explain concepts by answering
the question “What does it mean?”
 this pattern explains the information using
illustrations, examples, and descriptions.
Exemplification
 pattern presents the general statement and then
provides specific and concrete examples to
expound on the main idea.
 pattern is used to provide an example of
something.
Description
 descriptive paragraph provides details on the idea
using either a sensory or spatial pattern.
Sensory Pattern - ideas are arranged based on one or
all of the five senses.
Spatial Pattern - arranges ideas by location or physical
space.
Comparison and Contrast
 pattern organizes ideas based on how the events,
places, people, things, and concepts are similar to
or different from one another.
Classification and Division
 organize ideas into categories or divisions based
on criteria and standards.
 can be used when classifying people, things,
places, and other items.
Cause and Effect
 organizes details based on the cause, the reason,
and the result or consequences of a certain
phenomenon.
Problem-Solution
 organize ideas into problems and proposed
solutions.
 problem section usually includes what, who,
when, where, why, and how of the problem.
Persuasion
 organize ideas to show how a set of evidence
leads to a logical conclusion or argument.
 pattern presents the issue, position, and the
supporting evidence that supports the position.
PROPERTIES OF A WELL-WRITTEN TEXT
Organization
 is about the arrangement of ideas, incident,
details evidence and order.
 achieved when ideas are logically and accurately
arranged.
Coherence and Cohesion
 achieved when ideas are logically, clearly, and
smoothly linked to one another.
Coherence occurs when ideas are connected at the
conceptual level or idea level. It can be seen through
well-defended arguments and organized points.
Cohesionis the connection of ideas at the sentence
level. It can readily be seen in a text through the
smooth flow of the sentences and the connection of
the ideas. Three techniques: using pronouns, using
transitional devices, employs a repetition of
keywords
Language Use
 acceptable style of language for a particular form
of text
 enables the writer to effectively communicate
ideas without confusing the reader.
Effective language used is achieved by
a. Use clear and concise sentences. On average, a
sentence is 18 words long. Note that this does not
require every sentence to be composed of exactly 18
words.
b. Avoid redundancies, wordiness, cliches, and high
falutin language.
c. Avoid excessive use of “there” and “it” structures.
d. Use precise vocabulary.
e. Be consistent with your pronoun’s point of view.
f. Avoid sexist language. This issue can be addressed
by using articles (a, an, the), using plural pronouns,
using his or her instead of his, writing through a
second-person point of view, or using gender-neutral
nouns.
g. Use appropriate level of formality. The more formal
texts use an academic tone while less formal ones
usually use a personal or colloquial tone.
Mechanics
 the conventions of writing which include
capitalization, punctuation, spelling, numerals,
abbreviations, acronyms, and contractions.
a. Always use standard English.
b. Avoid contractions. (e.g., shouldn’t)
c. Avoid exclamation marks unless they are part of a
direct quotation.
d. Mention the full name of an institution or
organization with the abbreviation in parenthesis, in
first mention. Thereafter, use the abbreviation.
e. Numbers from zero to ten should be spelled out
while numbers higher than ten should be written in
figures.
f. Generally, citations are used in academic and formal
texts. However, they are sparingly used in business
texts.
IDENTIFY CLAIMS OF FACT, POLICY, AND VALUE
Claim
 the central argument or thesis statement of the
text.
 is what the writer tries to prove in the text by
providing details, explanations, and other types of
evidence. Usually found in the introduction or in
the first few paragraphs of the text.
 a sentence that summarizes the most important
thing that the writer wants to say as a result of
his/her thinking, reading, or writing.
Characteristics of a good claim
 A claim should be argumentative and debatable.
 A claim should be specific and focused.
 A claim should be interesting and engaging.
 A claim should be logical.
Types of Claims
Claim of Fact
 makes an assertion about something that can be
proved or disproved with factual evidence.
 if you make a claim of fact, you show factual
evidence (examples, data, research reports) that
prove your claim.
Claims of fact usually answer a “what” question:
 Is this issue related to a possible cause or effect?
 Is this statement true or false? How can its
truthfulness be verified?
 Is this claim controversial or debatable?
Claim of Value
 argues that something is good or bad, or right or
wrong or that one thing is better than another
thing.
 explain how problems, situations, or issues ought
to be valued.
Following Questions:
 Which claims endorse what is good or right?
 What qualities should be considered good? Why?
 Which of these values contend with others?
 Which ones are more important, and why?
Claim of Policy
 argues that certain conditions should exist, or that
something should or should not be done, in order
to solve a problem.
 defend actionable plans, usually answer “how”
questions.
Following Questions:
 Does the claim suggest a specific remedy to solve
the problem?
 Is the policy clearly defined?
 Is the need for the policy established?
 Is the policy the best one available? For whom?
 How does the policy solve the problem?
HYPERTEXT AND INTERTEXT
Context is defined as the social, cultural, political,
historical, and other related circumstances that
surround the text and form the terms from which it
can be better understood and evaluated.
In discovering a reading’s context, you may ask the
questions like:
 When was the work written?
 What were the circumstances that produced it?
 What issues does it deal with?
Hypertext
 a nonlinear way to present information and is
usually accomplished using “links”.
 allows thereaders to create their own meaning
out of the material given to them and learn better
associatively.
 text displayed on a computer display or other
electronic devices with references to other text
that the reader can immediately access.
 documents are interconnected by hyperlinks,
which are typically activated by a mouse click,
keypress set, or by touchingthe screen.
 makes a dynamic organization of information
possible through links and connection called
hyperlink.
 hypertext was coined by Ted Nelson in 1963.
Why hypertexts?
 In a hypertext system, the reader is free to
navigate information by exploring the connections
provided.
 Hypertext is very different way of presenting
information than the usual linear form.
 Text no longer flows in a straight line through a
book. Instead, it is broken down into many smaller
units (lexias, to borrow a term from literary
criticism), each addressing a few issues.
 It acts as a bridge between two basic, opposite,
and complementing elements that may be called
gender of knowledge representation: free and
shortcut.
Intertext or intertextuality
 technically defined as a process of text
development that merges two more processes
such as imitation and creation in doing a text.
 involves imitation because the author as highly
influenced by another author comes up with his
own version of the text consciously or
unconsciously incorporating the style and other
characteristics of the text done by that author.
 Intertextuality has rooted from the work of a
Swiss linguistFerdinand de Saussure (1857-1913),
the term itself was first used by Bulgarian-French
philosopher and psychoanalystJulia Kristeva in
the 1960s.
Four specific methods:
Retelling - restatement of a story or re-expression of a
narrative.
Quotation - method of directly lifting the exact
statements or set of words from a text another author
has made.
Allusion- In this method, a writer or speaker explicitly
or implicitly pertains to an idea or passage found in
another text without the use of quotation.
Pastiche - a text developed in a way that it copies the
style or other properties of another text without
making fun of it unlike in a parody.
CRITICAL READING AS A FORM OF REASONING
 To read critically, it is vital that one knows what
correct and incorrect reasoning is
 Reasoning is the ability of your mind to think and
understand things in a logical way to form a
conclusion or judgment” (Padilla, Mely M., et al,
2017).
Furthermore, this facilitates engagement with what
you read. To do this, it is pivotal to ask the following
questions:
 What is the author trying to say?
 What is the main argument being presented?
 Does the text use statement or evidences that
support its conclusions?
 Do the evidences include reasons that justify your
beliefs?
Characteristics of Critical Readers Schumm and Post
(1997):
1. Spend time reflecting on the reading material
2. Evaluate and solve problems rather than simply
compiling certain facts
3. Think logically
4. Seek out the truth
5. Eager to express their thoughts 6. Look at
alternative views about a topic.
7. Open to new ideas
8. Base their judgments on evidence
9. Recognize errors and good arguments
10. Willing to take on critical stance on issues
11. Ask pertinent questions
12. Willing to change their ideas whenever new set of
information is introduced
13. See connections between topics and use
knowledge from other disciplines to enhance their
experiences
Ways to become a Critical Reader
1. Annotate what you read- writing on the text
2. Outline the text- identify the main points
3. Summarize the text- Get the main gist or point of
the text read.
4. Evaluate the text- use the other 3 ways. Question
the purpose, intention, and assumptions. Check if
there are pieces of evidence that are valid and
credible.
Steps in Critical Reading
Before you read
 Scan it and look for important information that
will give you an idea of its subject as well as the
 arguments that it presents. Reading the
introductions and subheadings can provide insight
about the material at hand.
While you read
 Ensure interaction with the author by taking note
of important information or writing annotations
on the material. The annotations can be in the
form of questions that enter one’s mind on the
arguments, ideas, or reasoning of the writer.
Highlight, mark or circle information or details
which are particularly striking, significant, or
unclear.
After you read
 Revisit the annotations placed on the margins to
get an over-all idea of the text and summarize the
material to fully understand its message.
Responding the text
 After all the steps, one can now start evaluating
and analyzing the arguments as well as the
reasoning of the author. He can now develop his
own ideas or even write an essay that expresses
his opposition or agreement to the author’s ideas.
FORMULATING ASSERTIONS AND COUNTERCLAIMS
DETERMINING TEXTUAL EVIDENCE
According to Joey F. Valdriz (2016), assertions are
declarative sentences that claim something is true
about something. It is a sentence that is either true or
false
Common Types Of Assertions
FACT
 This is a statement that can be proven objectively
by direct experience, testimonies of witnesses,
verified observations or the results of the research
CONVENTION
 It is a way in which something is done, similar to
traditions and norms. This depends on historical
precedent, laws, rules, usage and customs.
OPINION
 This is based on facts but is difficult to objectively
verify because of the uncertainty of producing
satisfactory proofs of soundness
PREFERENCE
 It is based on personal choice; therefore they are
subjective and cannot be objectively proven or
logically attached
Formulating Counterclaims
According to Bell High School, Bell CA, there are quite
a number of simple steps in order to formulate
counterclaims effectively:
1. Write your counterclaim: You need to write a
sentence that contradicts the claim.
Example: Claim: Everyone should eat chocolate ice
cream. Counterclaim: Some people are allergic to
chocolate.
2. Explain your counterclaim: The more real you make
your opposition, the more right you will seem when
you prove it.
Example: People who are allergic will want to avoid
eating chocolate ice cream.
3. Support you counterclaim with credible pieces of
information. With this, one must cite the source and
at the very least stipulate/ include three reasons or
pieces of evidences.
Example: These people have to avoid eating
chocolates as allergies can trigger a life threatening
reaction as anaphylaxis (Mayo Clinic).
Points to Remember
1. Make the counterclaim real
 Do not misrepresent people whom you disagree
with as this will weaken you as it appears that you
fear the truth. Remember to bring up a
counterclaim that expresses a valid objection.
Moreover, as you write your counterclaims, do not
forget to attack ideas not people.
2. Never write counterclaim that you cannot support.
 Bringing up the opposing viewpoint and then
failing to show why you are right will cause your
audience to doubt your credibility.
3. Make it clear that you do not agree with the claim
 You need to be sure of your standpoints as well as
supporting ideas so you will not sound simply
contradicting yourself.
4. Do not repeat your supporting evidences.
 This can only be made possible when you are well-
read and well acquainted about your topic.
Textual evidences are specific parts of the text that
validate their assertions and counterclaims. This is
vital in the exercise of their critical thinking skills
BOOK REVIEW/ARTICLE CRITIQUE
Book Review/Article Review
 is a critical analysis of a book or article.
Review
 a means of going beyond the literal content of a
source and is a tool for connecting ideas from a
variety of academic sources.
 provides an objective analysis of ideas, support for
opinions, and a way to evaluate your own
opinions.
 let you relate to book or article authors and agree
or disagree with their ideas.
 allows you to examine your understanding of a
subject area considering the ideas presented in
the reviewed book or article and interact with the
author and his or her ideas. It helps you broaden
your knowledge and understanding of a topic.
three main steps in writing a book or article review:
Reading Actively
1. Read through the article to get the main idea.
2. Mark up the text as you read it through again.
3. Create a legend for your markings.
4. Take some longer notes during subsequent
readings.
Gathering of Evidence
5. Ask question whether the writer’s overall message
is logical.
6. Search the article for any biases.
7. Consider the author’s interpretations of other texts.
8. Dig deeply by using your existing knowledge or any
research you can
gather to support or disagree the author’s article.
Formatting the book review or article
9. Begin with introduction that outlines the argument.
10. Provide evidence for your argument.
11. Conclude the critique by summarizing the
argument and suggesting
potential implications.
LITERATURE REVIEW
HOW TO WRITE A LITERATURE REVIEW
STEP 1: SEARCH FOR RELEVANTLITERATURE
 Before you begin searching for literature, you
need a clearly defined topic.
 If you are writing the literature review section of a
dissertation or research paper, you will search for
literature related to your research problem and
questions.
 If you are writing a literature review as a stand-
alone assignment, you will have to choose a focus
and develop a central question to direct your
search. Unlike a dissertation research question,
this question must be answerable without
collecting original data. You should be able to
answer it based only on a review of existing
publications.
STEP 2: EVALUATE AND SELECT SOURCES
 You probably won’t be able to read absolutely
everything that has been written on the topic – you’ll
have to evaluate which sources are most relevant to
your questions.
 For each publication, ask yourself:
 What question or problem is the author addressing?
 What are the key concepts and how are they
defined?
 What are the key theories, models, and methods?
Does the research use established frameworks or take
an innovative approach?
 What are the results and conclusions of the study? 
How does the publication relate to other literature in
the field? Does it confirm, add to, or challenge
established knowledge?
 How does the publication contribute to your
understanding of the topic? What are its key insights
and arguments?
 What are the strengths and weaknesses of the
research?
Take notes and cite your sources
a. As you read, you should also begin the writing
process. Take notes that you can later incorporate into
the text of your literature review.
b. It is important to keep track of your sources with
citations to avoid plagiarism. It can be helpful to make
an annotated bibliography, where you compile full
citation information and write a paragraph of
summary and analysis for each source. This helps you
remember what you read and saves time later in the
process.
STEP 3: IDENTIFY THEMES, DEBATES, AND GAPS
To begin organizing your literature review’s argument
and structure, you need to understand theconnections
and relationships between the sources you’ve read.
Based on your reading and notes, you can look for:
 Trends and patterns (in theory, method, or results):
do certain approaches become more or less popular
over time?
 Themes: what questions or concepts recur across
the literature?
 Debates, conflicts and contradictions: where do
sources disagree?
 Pivotal publications: are there any influential
theories or studies that changed the direction of
the field?
 Gaps: what is missing from the literature? Are
there weaknesses that need to be addressed?
 This step will help you work out the structure of
your literature review and (if applicable) show
how your own research will contribute to existing
knowledge.
 There are various approaches to organizing the
body of a literature review. You should have a
rough idea of your strategy before you start
writing.
 Depending on the length of your literature review,
you can combine several of these strategies (for
example, your overall structure might be thematic,
but each theme is discussed chronologically).
STEP 4: OUTLINE YOUR LITERATURE REVIEW’S
STRUCTURE
Chronological
 The simplest approach is to trace the
development of the topic over time. However, if
you choose this strategy, be careful to avoid
simply listing and summarizing sources in order.
 Try to analyze patterns, turning points and key
debates that have shaped the direction of the
field. Give your interpretation of how and why
certain developments occurred.
Thematic
 If you have found some recurring central themes,
you can organize your literature review into
subsections that address different aspects of the
topic.
 For example, if you are reviewing literature about
inequalities in migrant health
outcomes, key themes might include healthcare
policy, language barriers, cultural attitudes, legal
status, and economic access.
Methodological
 If you draw your sources from different disciplines
or fields that use a variety of research methods,
you might want to compare the results and
conclusions that emerge from different
approaches.
 Discuss how the topic has been approached by
empirical versus theoretical scholarship.
 Divide the literature into sociological, historical,
and cultural sources
Theoretical
 A literature review is often the foundation for a
theoretical framework. You can use it to discuss
various theories, models, and definitions of key
concepts.
 You might argue for the relevance of a specific
theoretical approach, or combine various
theoretical concepts to create a framework for
your research.
STEP 5: WRITE YOUR LITERATURE REVIEW
Like any other academic text, your literature review
should have an introduction, a main body, and a
conclusion. What you include in each depends on the
objective of your literature review.
Introduction
 The introduction should clearly establish the focus
and purpose of the literature review.
Body
 Depending on the length of your literature review,
you might want to divide the body into
subsections. You can use a subheading for each
theme, time period, or methodological approach.
Conclusion
1. Summarizes the major themes that emerged in the
review and identifies areas of controversy in the
literature.
2. Pinpoints strengths and weaknesses among the
articles (innovative methods used, gaps in research,
problems with theoretical frameworks, etc.).
3. Concludes by formulating questions that need
further research within the topic and provides some
insight into the relationship between that topic and
the larger field of study or discipline.
Reference Page
The reference page contains a list of the sources of
information you used and cited in your paper. Only
include those cited in the text but be sure to include
every citation. This section must follow APA format.
In general, your paper should show a sense of
direction and contain a definite central idea supported
with evidence. The writing should be logical, and
theideas should be linked together in a logical
sequence. The ideas need to be put together in a way
that is clear to the writer and to the reader.
The type of reference style will depend on the
research studies of the student
namely:
1) APA: Psychology, Education, and other Social
Sciences; The APA referencing style isalso called the
"author-date" style. The text citation contains
theauthor/s and the year of publication. Use only the
surname of the author(s) followed by a comma and
the year of publication.
Example:
I Am a Filipino is a descriptive essay
whichcreates a main impression, an overall effect,
feeling, or image of a Filipino (Macajelos, 2014, 247).
Or
(Macajelos, 2014) stated that “I Am a Filipino
is a descriptive essay which creates a main impression,
an over-all effect, feeling, or image of a Filipino.”
POSSIBLE QUESTIONS
Test 1
Patterns of Development
Although- Compare and contrast
Juvenile delinquency - Problem Solution
Love- Classification and division
10 items
Test 2
Properties of a well written
text
Y- if it contains the properties
of a well written text
N- if not
Each major point- Y
Transitional Devices- Y
Should only be placed- N
Main ideas are restated in the conclusion-
Y
Contractions can be used in academic
papers- N
Test3
Tell whether it is a claim of
fact, Claim of policy, or Claim of
value
.Immoral to steal from stores- V
Honesty is the best policy- V
What we saw earlier is a partial solar
eclipse- F
 To segregate students chu chu about
uniform- F
Test4
Tell wheter it is a hyperlink or
intertext

Test5
Tell whether it is or has a
characteristic of a critical reader
Test 6
mga definition na to.
Assertion
types of assertion