The document outlines various paragraph development patterns and the properties of a well-written text, focusing on learning competencies for reading and writing skills. It details patterns such as narration, definition, exemplification, and more, along with their signal words, and defines properties like organization, coherence, and mechanics essential for effective communication. Additionally, it discusses claims of fact, policy, and value, emphasizing their role in supporting argumentative writing.

1. Reading & Writing Skills
3rd
Quarter – Week 1
Pattern of Development
Prepared by: Ms. LOUELLA R. DALUZ

2. Learning Competency & Objectives:
Learning Competency
➢ Compare and contrast patterns of written texts
across disciplines.
Learning Objectives:
At the end of this module, you should be able to:
1. Identify the different patterns of paragraph
development and its transition signals.
2. Write a short paragraph using any mode of
paragraph development.
3. Use critical thinking in accomplishing various
tasks.

3. Pattern of Development
 logical arrangement of ideas
 helps you follow ideas easily and understand a
text better
 signal words may help you identify the pattern
of development

4. Pattern of Development
a. Narration
 story telling
 a sequence of events, not necessarily arranged in
chronological order
 creating a world based on the writer’s
imagination
 signal words – about, after, afterwards, as soon,
as, at this/that point, tomorrow, until, before,
during, eventually, finally first, immediately,
when, in the , meantime later, meanwhile, next
week, next, presently, yesterday, prior to, second,
soon, then till, today

5. Pattern of Development
b. Definition
 develop an idea helps to clarify and explain
concepts
 explains the information using illustrations,
examples, and descriptions
 signal words - is defined, as defined, means,
refers to, to define, to illustrate

6. Pattern of Development
c. Exemplification
 presents the general statement and then provides
specific and concrete examples to expound on
the main idea
 used to provide an example of something
 signal words - after all, as an example, consider
the following, for example, namely, for
instance, in other words, in particular, in short,
to illustrate, specifically, stated differently, that
is, to be specific, to clarify

7. Pattern of Development
d. Description
 provides details on the idea by 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
 signal words – above, across, adjacent to,
against, along, alongside, amidst, around, away
from, back of, behind, below, beneath, beside,
between, beyond, by, down, farther, here, in

8. Pattern of Development
d. Description
 signal words - in front of, inside, into, near, off,
on, on top of, onto, opposite to, outside, over,
throughout, to the right, under

9. Pattern of Development
e. Comparison and Contrast
 organizes ideas based on how the events, places,
people, things, and concepts are similar to or
different from one another
 signal words for comparison - also, as, both,
equally, in a similar fashion, in comparison, in
the same way, like, likewise, similarly, to
compare
 signal words for contrasting - although, and,
yet, as opposed to, but, conversely, despite,
even, so, even though, in contrast, in spite of

10. Pattern of Development
e. Comparison and Contrast
 signal words for contrasting - in the meantime,
instead, however, nevertheless, nonetheless, on
the contrary, on the other hand, otherwise, still,
the fact, remains, unlike, whereas, yet

11. Pattern of Development
f. Classification and Division
 organizes ideas into categories or divisions
based on criteria and standards
 used when classifying people, things, places,
and other items
 take note of the superordinate (name of the
larger group) ideas, the subordinate
(subcategories of a larger group) ideas, and the
relationship between them
 signal words - another, another kind, classified
as, final type one kind, the first category, the last
group, the next part

12. Pattern of Development
g. Cause and Effect
 organizes details based on the cause, the reason,
and the result or consequences of a certain
phenomenon
 signal words for causes - as, because (of the
fact), being that, due to (the fact that), for, for
the reason that, in that in view of (the fact),
inasmuch as, one reason, owing to (the fact),
seeing that, since
 signal words for effects - accordingly, as a
consequence, as a result (of this)

13. Pattern of Development
g. Cause and Effect
 signal words for effects - because (of this),
consequently, for this reason, hence In
consequence, so, so much (so)that, so that,
therefore, thus

14. Pattern of Development
h. Problem-Solution
 organizes ideas into problems and proposed
solutions
 the problem section includes what, who, when,
where, why, and how of the problem
 the other part then presents the major effects of the
problem and the possible solutions to address it, as
well as the steps in implementing the solution
 signal words - but, first, second, nonetheless, one
reason for the one solution is, one way is, the
problem, the solution

15. Pattern of Development
i. Persuasion
 organizes ideas to show how a set of evidence leads
to a logical conclusion or argument
 presents the issue, position, and the supporting
evidence that supports the position
 signal words for emphasizing a point - again, for
this reason, in fact, in that case, indeed to
emphasize, to repeat, truly, with this in mind
 signal words for conceding a point - admittedly,
assuredly, certainly, granted, it is true that, needless
to say, no doubt obviously, of course, to be sure,
true, undoubtedly, unquestionably

16. Pattern of Development
i. Persuasion
 signal words for concluding and summarizing -
accordingly, all in all, as a result, as I have said,
consequently, due to, finally, in any event, in
brief, in conclusion in short, in summary,
inevitably, on the whole, since, in essence, in a
nutshell, therefore, thus, to sum up

17. Activity 1
Directions: Read the following statements very
carefully. Choose one pattern of paragraph
development that best describes the statement.
1. It organizes ideas to show how a set of evidence
leads to a logical conclusion or argument.
2. The author's purpose in this pattern of paragraph
development is to show similarities and differences.
3. It provides specific details about what something
looks, smells, tastes, sounds, or feels like.
4. It is telling a story.
5. This pattern is used to provide an example of
something.

18. Activity 1
6. It organizes ideas into categories or divisions
based on criteria and standards.
7. It organizes ideas into problems and proposed
solutions.
8. It organizes details based on the cause, the reason,
and the result or consequences of a certain
phenomenon.
9. It clarifies and explains concepts by answering the
question “What does it mean?’
10. It is the process of enumerating or giving
examples.

19. Reading & Writing Skills
3rd
Quarter – Week 2
Properties of a Well-Written Text
Prepared by: Ms.Louella Daluz

20. Learning Competency & Objectives:
Learning Competency
➢ Evaluate a written text based on its properties
(organization, coherence and cohesion, language
use and mechanics).
Learning Objectives:
At the end of this module, you should be able to:
1. Identify the properties of a well-written text.
2. Evaluate a written text based on its properties.
3. Perform various tasks independently.

21. Properties of a Well-Written Text
a. Organization
 arrangement of ideas, incident, details evidence
and order
 achieved when ideas are logically and
accurately arranged
 sentences within a paragraph must also be
organized logically

22. Properties of a Well-Written Text
b. 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.
 Cohesion is 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.

26. Properties of a Well-Written Text
b. Coherence and Cohesion
 Cohesion can be applied using three techniques;
1. Using pronouns to refrain from using a specific
word repeatedly.
2. Using transitional devices to connect sentences
with linked ideas.
3. Repetition of keywords to tie up the paragraph
subtly.

27. Properties of a Well-Written Text
c. Language Use
 acceptable style of language for a particular
form of text
 one of the clearest indicators of a well-written
text
 effectively communicate ideas without
confusing the reader
 Time-Tested Principles of Writing
1. clear and concise sentences
2. avoid redundancies, wordiness, cliches, and
high falutin language

28. Properties of a Well-Written Text
c. Language Use
 Time-Tested Principles of Writing
3. avoid excessive use of “there” and “it” structures
4. use precise vocabulary
5. be consistent with your pronoun’s point of view
6. avoid sexist language
7. use appropriate level of formality
more formal texts use an academic tone while less
formal ones usually use a personal or colloquial
tone.

29. Properties of a Well-Written Text
d. Mechanics
 conventions of writing which includes
capitalization, punctuation, spelling, numerals,
abbreviations, acronyms, and contractions
 in academic and more formal texts, following
should be observed;
1. always use standard English
2. avoid contractions
3. avoid exclamation marks unless they are part of
a direct quotation

30. Properties of a Well-Written Text
d. Mechanics
 in academic and more formal texts, following
should be observed;
4. Mention the full name of an institution or
organization with the abbreviation in parenthesis,
in first mention. Thereafter, use the abbreviation.
5. numbers from zero to ten should be spelled out
while numbers higher than ten should be written in
figures
6. Citations are used in academic and formal texts.
However, they are sparingly used in business texts

31. Activity 1
Directions: Read the following statements very carefully.
Write Y if the statement indicates a property of a well-
written text; write N if it does not.
1. In a unified text, all the supporting ideas are relevant to
the main thought.
2. In an academic text, contractions are of importance.
3. The less formal texts use a personal or colloquial tone.
4. “There” and “it” structures are frequently used in the
text.
5. Cohesion is the connection of ideas at the conceptual or
idea level.
6. The use of correct language enables the writer to
communicate ideas effectively.

32. Activity 1
7. Coherence occurs when the ideas are connected
at the sentence level.
8. A sentence should be composed of exactly 18
words.
9. In academic texts, Standard English is always
used. 10. When ideas are logically and accurately
arranged, mechanics in writing is achieved.

33. Performance Task 1
Directions: Make an abstract or a short summary
of the given research paper or thesis. Make use of
the different patterns of development and the
properties of a well-written text.

34. Reading & Writing Skills
3rd
Quarter – Week 3
Claims of Fact, Policy and Value
Prepared by: Ms. Jennelyn Perfiñan

35. Learning Competency & Objectives:
Learning Competency
➢ Identifies claims explicitly or implicitly made in
a written text.
Learning Objectives:
At the end of this module, you should be able to:
1. Distinguish the three types of claims.
2. Write claims (fact, policy, and values).
3. Demonstrate confidence in accomplishing tasks.

36. Claims
 central argument or thesis statement of the text
 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
 most important part of the text
 quality and complexity of the reading depend on
the claim because the claim defines the paper’s
direction and scope

37. Characteristics of a Good Claim
 argumentative and debatable
 specific and focused
 interesting and engaging
 logical

38. Types of Claims
a. Claim of Fact
 makes an assertion about something that can be
proved or disproved with factual evidence
 basic quality of claims, that they have to be
debatable, and offer an assertion about an issue
 claim of fact for a logical argument cannot
simply consist of a statistic or proven fact
 focus on an assertion which uses facts to back it
up
 show factual evidence (examples, data, research
reports) that prove your claim

39. Types of Claims
a. Claim of Fact
 usually answers a “what” question
 the following questions are useful:
1. Is this issue related to a possible cause or
effect?
2. Is this statement true or false? How can its
truthfulness be verified?
3. Is this claim controversial or debatable?
Example: Sometimes people use Facebook, Twitter,
and other social media to bully one another.

40. Types of Claims
b. Claim of Value
 argues that something is good or bad, or right or
wrong or that one thing is better than another
thing
 attempt to explain how problems, situations, or
issues ought to be valued
 To discover these explanations, you may ask the
following questions:
1. Which claims endorse what is good or right?
2. What qualities should be considered good?
Why?

41. Types of Claims
b. Claim of Value
 To discover these explanations, you may ask the
following questions:
3. Which of these values contend with others?
Which ones are more important, and why?
Example: It is wrong to use social media to bully
people.

42. Types of Claims
c. 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
 The following questions will be useful in
evaluating a claim of policy:
1. Does the claim suggest a specific remedy to
solve the problem?

43. Types of Claims
c. Claim of Policy
 The following questions will be useful in
evaluating a claim of policy:
2. Is the policy clearly defined?
3. Is the need for the policy established?
4. Is the policy the best one available? For whom?
5. How does the policy solve the problem?
Example: There should be criminal charges
brought against people who use social media to
bully people.

44. Activity 1
Directions: Identify which type of claim the
statement is making.
1. Vaping can lead to increased blood pressure,
lung disease, and insulin resistance.
2. The basic keys to success are perseverance and
discipline.
3. Studies have shown that exposure to violent
media is a risk factor for violent behaviors.
4. The Career Support Network is an excellent
resource for people who are considering a mid-life
career change.

45. Activity 1
5. In order to ensure that graduates are competitive
for top jobs in their fields, the college must put
additional resources into its career services office
and internship programs.
6. Although the International Astronomical Union
announced that Pluto is not actually a planet,
experts disagree on what characteristics define a
planet.
7. Increased investments in solar power will benefit
national security by reducing dependence on fossil
fuels.

46. Activity 1
8. Parents should not only be aware of how their
children are using social media, but also
understand the potential positive and negative
impacts of social media use.
9. Advances in computer modeling have made it
possible to create completely new types of
architectural structures.
10. It is immoral to steal from stores to feed
yourself or others