READING AND WRITING SKILLS

RWS11.1. Reading and Thinking Strategies across Text types

Lesson 3: Patterns of Development

Learning Competency
The learner distinguishes between and among patterns of development in writing across
disciplines (EN11/12RWS-IIIbf-3).
a. narration (EN11/12RWS-IIIbf-3.1)
b. description (EN11/12RWS-IIIbf-3.2)
c. definition (EN11/12RWS-IIIbf-3.3)
d. exemplification / classification (EN11/12RWS-IIIbf-3.4)
e. comparison and contrast (EN11/12RWS-IIIbf-3.5)
f. cause and effect (EN11/12RWS-IIIbf-3.6)
g. problem - solution (EN11/12RWS-IIIbf-3.7)
h. persuasion (EN11/12RWS-IIIbf-3.8)
Specifically,
 Identify patterns of written texts across disciplines
 Distinguish the patterns of written text
 Examine statements using patterns of written text
 Analyze writing patterns used in written texts
 Use patterns of written text to support a topic

Writing pattern or pattern of paragraph development refers to a specific strategy or

method that a writer uses to develop ideas in a paragraph. It suggests a type of support
to an idea that one can use in a type of paragraph. It also helps a writer how to make
sense of the different pieces of information.
I. Narration
The focus of this pattern is basically to narrate or tell a story. It emphasizes the
what, when, and where something happened. Its purpose comes along with
effective sequencing order of events in a chronological order. Moreover, action
words and transitional words characterized a narrative paragraph.

Example: Yesterday, Thea and her two brothers, Michael and Edward had the
most wonderful time together. They strolled in the mall. They went inside the
department store and bought bucket hats and matching shirts. Next, for lunch,
they ate at their favorite restaurant, ordered the usual chicken and rice combo
 and shared many funny moments. After that, they watched a comedy movie and
laughed their hearts out. After a long day, they went home tired but fulfilled. They
definitely shared good moments together and bonded more as siblings.

In this narrative paragraph, for the most part, logical sequence of actions
supplies the narrative sequence: "They strolled in the mall. . . They went inside
the department store. They ate at their favorite restaurant." Because of the linear
arrangement of these sentences on the paragraph, the reader assumes the
actions take place in sequence. However, here and there, transitions such as
yesterday, next, after that, after a long day, were needed to emphasize important
time relationships.

II. Description
This pattern of development gives characteristics or details on what an object, a
person or a place looks like. When using this pattern, use powerful and
appropriate adjectives and use effectively the five senses (sight, smell, taste,
hear, touch) to create a clear image on a reader’s mind.

There are two types of description paragraph—objective and subjective.

 Objective description is used in scientific writing to describe factual and
scientific characteristics.
 Subjective description is used in fiction wherein a writer uses his own
perspective to describe a person, an event or a thing.

Example: Every summer, my brothers and I spend our vacation in my Lola’s

house. It always feels like my first home. It is already an old house. You could
already say it’s old because of the worn-out fences. Still, I love spending my
summer there. When you go inside, that musty smell welcomes you or the smell
of rice cakes from the kitchen. Lola really loves to make rice cakes and my
favorite is ‘suman’. Every day is a fun day. My brothers and I would either play in
Lola’s backyard with her dog, Bantay or we go to the river nearby. In the next
morning, she would then cook delicious meals and they’re all tasty. Lola’s home
is always a happy home.

In this type of description, the author is describing an impression of what is

observed in his Lola’s house. This is an example of a subjective description.
Since the writer used clear images and sensory imagery, the reader is now able
to experience Lola’s house as to how it appeared and felt for the writer.

III. Definition
 The focus of this pattern is to explain or give a comprehensive understanding of
a concept, a term or an idea. To define a term, a writer provides a general
definition, then gives clear details to support. You may define a term or a concept
by its characteristic, function, example, origin or effect.

There are two types of definition—scientific and subjective.

 Scientific definition defines concepts in the most factual way.
 Subjective definition defines complex terms in a personal way.

Example: I was once asked by my college professor before, “What is passion?”

This is a typical question for a painter and an artist like me. As they say, you will
never excel as an artist if you don’t have passion within you. What is ‘passion’?
My teacher once told me that passion comes from a Latin root ‘pati-‘, meaning
‘suffering, or enduring’. From then on, my teacher taught me that passion is not
just something you earn in a night or after studying arts. It’s something you have
to learn over the course of life. I then learned that passion is something I need to
learn to feel by enduring not just the highs of life but also the downtimes. It also
goes with loving what I do.

This paragraph is an example of a subjective definition of the term ‘passion’. The

writer gave examples of how it felt based on his personal experience with it. The
writer even started with an origin of the word. Then, he concluded it by saying
that passion goes with loving what the he does.

IV. Exemplification and Classification

Exemplification is a pattern of development wherein a writer uses examples to
illustrate and further explain an idea. By this pattern, examples used clarify more
the general idea in the paragraph.

On the other hand, Classification divides and organizes ideas or concepts in

classes, groups or categories based on criteria and relationships between the
items. This pattern helps the reader understands even the complex and vast idea
as it will be classified.

Example: You can be awesome on your ‘first day high’ in college by being
friendly, responsive and easy-going. In that case, you can immediately have
friends and be at ease in your journey to college. First, be friendly. For example,
always be the first one to say “Hi!” and introduce yourself. For you not to look
awkward, always wear a smile. Next, be responsive. A first day is always a
getting-to-know stage. Whenever a person asks you a question, answer
 accordingly. Lastly, be easy going. Keep your chill and just go with the flow. As
long as it doesn’t hurt or offend you, just go for it. Basically, these are the “must
be-attitudes” if you’re a freshman.
In this paragraph, the writer began with a main idea about how to be awesome
on a first day in college then discussed the subcategories of that topic. Being
awesome on a first day high was being categorized into these secondary ideas,
‘being friendly’, ‘responsive’ and ‘easy-going’. As you observed, there were
transition words used such as in that case, first, for example, as long as, and
basically, as each category is being explained through sample situations. That’s
where exemplification pattern comes in.

V. Comparison and Contrast

Comparing means looking on the similarities. Contrasting means looking on the
differences. Thus, Comparison and Contrast, as a pattern, discusses and
organizes ideas based on how people, events, places and things are similar or
different to one another.

There are two approaches that a writer can do to discuss the similarities and
difference. The first one is separately. The writer describes the first element then
followed by the second element. The second is side-by-side. The writer
discusses both items based on each point of comparison and contrast.

Example: Mikko certainly loves his two best friends, Anton and Abu. However,
they have completely diverse personalities. Although Anton and Abu both have
strict parents, their attitudes are very different. Anton is very conservative and
always careful with his words. In contrast, Abu is very out-going and is always
careless when he talks. When it comes to hobbies, they are also different. Anton
loves reading books while Abu loves fishing in the river. However, even though
they are totally different, they all agree on one thing, and that is playing
basketball. That’s how they always bond and keep their friendship.

As you observed, this comparison-contrast paragraph uses the approach, side-

by-side, comparing Anton and Abu in every point, such as in attitude, way of
talking and hobbies. To also show the relationship of ideas, transition words such
as although, however, and in contrast and are used.

VI. Cause and Effect

This pattern of development discusses why something happens and what results
a particular occurrence or event. They can be discussed together. However, in a
particular paragraph, one or the other will be emphasized. It may be a paragraph
emphasizing a cause or a paragraph emphasizing an effect.
 A paragraph that emphasizes the causes begins with an effect; the purpose of
the paragraph is to discuss how that effect came to be and to show what caused
it. On the other hand, in a paragraph that emphasizes the effects begins with a
particular cause, then explores the consequences.

Example: Several factors contribute to the frequent use of different social media
platforms by teenagers. First, it is their way of connecting to friends and widening
their network of friends. Since everyone is in Social Media, they feel a need to be
there and join group conversations. It is their way of relating to others. Second,
teenagers tend to feel like they might miss out if they aren't always up to date
with social media. They can even stay online in a day and they would never feel
tired in just scrolling. Lastly, because of boredom, they choose to be occupied in
their social media profiles and continue connecting to other people. However,
being too much absorbed in social media may result to a bad turn-out. That’s
why, parents should guide their children and be updated on the things their
children explore.

This paragraph is an example of emphasizing the causes. As you observed, the

effect, which is the frequent use of different social media platforms by teenagers,
was stated in the topic sentence. Then the causes of it was then discussed one
by one. Transition words such as first, second, lastly, and however are also used
to show the relationship of causes pertaining to the effect.

VII. Problem-Solution
In this pattern of development, the writer presents a problem that needs to be
resolved. The paragraph states a concerning issue or a problem then next is the
solution or what should be done to solve the issue.

A paragraph that uses problem-solution has three main parts: topic sentence
introduces the solution to a problem, body sentences explain the problem and
solution and ending sentence which calls readers to action.

Example: Obesity among adults showed a gradually increasing trend as it has

become one of the major problems in the Philippines nowadays. This problem is
made worse by bad habits such as lack of physical activity, excessive smoking
and unhealthy diets. Aside from healthier eating habits, one solution to this would
be to exercise on a daily basis. There are even easy and convenient ways to
exercise at home or even at work. That’s why, before it’s too late, obese adults
should take this into consideration before it aggravates and might lead to more
complicated illnesses.

In this paragraph, the writer presented the problem about obesity among adults.
It is already presented in the topic sentence. The body sentences then explained
 the problem, stated even the causes of the problem. The phrase, ‘one solution’
signals the discussion of the writer of resolving the problem followed by a call of
action in the ending sentence to provoke an immediate response from the
Filipino adults who experience obesity.

VIII. Persuasion
In this pattern, the writer describes an issue and states his position in the issue.
The writer’s primary goal is to convince the readers to agree with the argument or
claim being raised, based from a particular topic.

A persuasive paragraph starts with a topic sentence. It states position or stand

about something. The body sentences explain the reasons supporting the
position or stand, and the closing sentence reiterates or intensifies the thesis
statement.

Example: Education is a right and not just a privilege. First of all, one of the rights
of a child is the right to education. He has the right to learn, to know, to explore
and to discover. Thus, education must be available for all without discrimination.
Not one’s status in the society should dictate if one deserves quality education or
not. As observed, illiteracy of some affects everyone. Meanwhile, this problem of
illiteracy happens to someone who can’t afford school and is usually in the
marginalized sectors. Basically, education heals ignorance. Therefore, let
education be given to everyone. Hence, education is and should be a right.
Government should strengthen and empower education for all.

In this persuasive paragraph, the writer stated his stand on education as a right
and not a privilege clearly on his topic sentence. The body sentences supported
the topic sentence with statements such as “…one of the rights of a child is the
right to education.” And on his closing sentences, he reiterated and intensified his
stand saying, “Therefore, let education be given to everyone. Hence, education is
and should be a right.” that clearly supported the topic sentence.

From: Reading and Writing Skills – Grade 11 Self-Learning Module (SLM)

Quarter 3 – Module 1: Patterns of Written Text First Edition, 2020

References
 Lachica, T. (2014). Lesson 4 Patterns of Development in Writing
[PowerPoint Slides]. Retrieved from
https://www.slideshare.net/tinelachica04/lesson-4- patterns-of-
development-in-writing
 Olazo, J. (2013). Paragraph Development [PowerPoint Slides]. Retrieved
from https://www.slideshare.net/jam18/paragraph-23498654