SENIOR HIGH SCHOOL

Reading and
Writing Skills
Quarter 1 – Module 1:
Patterns of Paragraph
Development

Region I
ALAMINOS CITY DIVISION
Alaminos City, Pangasinan
Project Write, Write, Write
Alternative Instructional Module

i
Reading and Writing Skills – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Patterns of Paragraph Development
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

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trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis-Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Diana Rose Cabiara Purganan
Editors: Elnora T. Raroque
Reviewers: Elnora T. Raroque and Cynthia B. Tablang, EdD
Illustrator: Nikki J. Valenzuela
Layout Artist: John Arlo C. Legaspi
Management Team: Lorna G. Bugayong PhD, CESO VI
Schools Division Superintendent
Aguedo C. Fernandez, CESO VI
Assistant Schools Division Superintendent
Wilfredo E. Sindayen, EdD, Chief-CID
Ronald B. Radoc, EdD, EPS-LRMS
Elnora T. Raroque, EPS-English

Printed in the Philippines by Region – Alaminos City Division

Department of Education – Region I

Office Address: San Jose Drive, Poblacion, Alaminos City, Pangasinan

Telefax: (075) 205-0644/205-0643
E-mail Address: alaminos.city@deped.gov.ph

ii
 SENIOR HIGH SCHOOL

Reading and
Writing Skills
Quarter 1 – Module 1:
Patterns of Paragraph
Development

iii
Introductory Message
For the facilitator:

Welcome to the Reading and Writing Skills in Grade 11 Alternative Instructional

Module (AIM) on Patterns of Paragraph Development!

This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator, in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

iv
For the learner:

Welcome to the Reading and Writing Skills Grade 11 Alternative Instructional Module
(AIM) on Patterns of Paragraph Development!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands, we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner,
are capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the patterns of paragraph development. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into seven topics, namely:

• Topic 1 –Narration
• Topic 2 – Description
• Topic 3 – Definition
• Topic 4 – Exemplification
• Topic 5 – Comparison and Contrast
• Topic 6 – Causal Analysis
• Topic 7 – Persuasion

After going through this module, you are expected to:

1. Identify the patterns of paragraph development in writing across disciplines;
2. Distinguish between and among patterns of paragraph development in writing
across disciplines, namely: narration, description, definition, exemplification,
comparison and contrast, causal analysis, and persuasion.

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. It describes how, when, and where an event or occurrence actually happened.

a. description
b. definition
c. exemplification
d. narration

2. The pattern of development which goes into details about a specific object,
person, or location, in order to firmly set its appearance is _______.
a. description
b. definition
c. exemplification
d. narration

3. The pattern of development that separates or explains the various parts of

the topic is _______.
a. description
b. definition
c. exemplification
d. narration

4. This refers to the written or printed pieces of work.

a. discourse
b. text
c. communication
d. book

5. All are macro skills except ________.

a. reading
b. writing
c. note-taking
d. listening

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 Lesson
Patterns of Paragraph
1 Development

Whenever you are asked to write, do you observe a particular pattern of development
or do you just write according to the flow of ideas that come to your mind? Or
perhaps, you are already using a particular pattern of development in writing without
even realizing it. Through this lesson, you will learn the differences among the
patterns of development in writing. You will also understand the organizing principle
observed in each pattern and learn about their types, purposes, and features. Most
importantly, you will be able to express your ideas clearly and convey them to the
readers as effectively as possible.

What’s In

Interview 10 of your classmates. Ask them about the set of information listed below.
Afterward, organize the information you have gathered according to four categories
that you will choose from the set below. Write a one-paragraph summary about your
findings.

• full name (first name, middle • hobbies

name, last name) • zodiac sign
• complete address • favorite color
• birthdate (month, day, year) • favorite subject
• gender • favorite dessert
• number of siblings

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 What’s New

Patterns of Paragraph Development

Audience is one of, if not, the most important elements in the academic writing. It is
always your priority as a writer to make sure your target audience understands what
your main point is as effectively as you can. If your target audience ends up confused
with your writing, then you somewhat and somehow fail as an academic writer.

To achieve your purpose as an effective academic writer, you have to stick to an

organizing principle to maintain order in your paragraphs. You will eventually see
just how much structure and unity your paper will have, and consequently, how
much ease and understanding it will bring your audience while reading your work.

Seven Patterns of Paragraph Development

This unit aims to introduce you to the seven patterns or modes of paragraph
development, namely;
• narration
• description
• definition
• exemplification
• comparison and contrast
• cause and effect, and
• persuasion

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 What is It

TOPIC 1: NARRATION (Your Words Create a World)

Introduction

What was the most remarkable event that happened to you during this COVID-19
pandemic? Maybe you tried a new hobby such as backyard gardening, by which you
applied your gained knowledge from your Technology and Livelihood Education class
in your junior high school year.

For the first part, maybe you thought of the varieties of plants that you will venture
into. You might have gone to your neighbor and asked for some types of plants or
seeds that they have. Cacti, succulents, adeniums, caladiums, and more are the ones
trending nowadays. Vegetables such as sponge gourd, tomatoes, and eggplants are
also in season. After that, you, along with your brother or sister, might have gotten
the appropriate type of soil for the plants chosen. Next, you planted or replanted
those in the pots that you bought from your online seller friend.

Would you not want that to share this story if someone would ask you how your day
went?

Discussion

Telling a story, whether real or fictional, is what you do in narrative writing. You
use your memory and imagination to not just create stories, but also to interpret
them. Any narrative has to have vivid description of details, consistent point of
view, and verb tense, and a well-defined point or significance.

For a narrative text to be effective in holding the readers’ interest, first, the
description of events should be as vivid as possible. Appeal to all the senses in
describing the happenings to make the readers feel as if they have witnessed the
events firsthand even though they were not really present during that time. Second,
include the four basic elements of a story in your narration which are the
character/s, plot, conflict, and theme. Lastly, begin and end your narration with a
bang. The readers’ decision on whether to read the entire text depends on the
introductory paragraph, so it must catch their attention right away in order to keep
them reading. This goes the same with the concluding paragraph. It is where the
theme of the text is explained and where the conflict is resolved, which is the most
awaited part of the readers. Thus, this part should be able to satisfy the readers and
answer the questions formed in their mind while reading.

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Types of Narration

When writing a narrative text, it is important to decide how you will present the story,
whether to narrate it briefly or in detail. In this step, you have to consider whether
you have to write all the details in the event or just the significant ones, and if so,
you also have to consider which should be written and which does not have to be
described further. The differences between the brief narration and detailed narration
are shown in the table below.

Brief Narration Detailed Narration

Definition This is also known as This is also known as

“clipped narration”, “paced narration”, where
where the writer only the writer writes about
writes the most important each event and provides
event and gives the specific details about
general picture of what what happened. This type
happened. This type of of narration is very vivid
narration is concise yet and complete.
informative.
Example I woke up from a I woke up from a
nightmare. It was about nightmare this morning. I
me trying to get home then was so scared because it
I ended up getting held felt so real. There I was,
tightly by a man. After passing in a dark and
that, I found myself narrow alley on my way
awake. home. There were no lights
on, the moon was dark,
the place was so quiet,
and only the sounds made
by frogs and crickets can
be heard. I was very
terrified but I courageously
continued walking until I
realized that I count not
see, to find our home. I
was shaking out of fear
and panic, so I brought out
my phone to call for help.
However, it ran out of
battery already, so I could
not use it at all. Then, a
man suddenly appeared
and held my hands
tightly. After that, I found
myself awake, tired, all
sweaty, and crying.

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 What’s More

Activity 1.1.1 Reliving a Moment

Now that you already know about narration pattern of development, it is now high
time to let your pen work!
In your first activity, you try to remember someone you were once close to. What
were the things you enjoyed doing together? Do you still do these things now? What
made you two drift apart? How do you regard each other now? Do you wish the two
of you could still be close like you were back then? Use any of the two types of
narration to illustrate how your relationship was back then, now, and how you still
want it to be.
You will be graded according to the given rubric for this activity.

CATEGORIES CRITERIA
EXCELLENT GOOD FAIR
Organization The narration is The narration is The narration is
(40%) presented in an presented well. not organized at
organized manner. However, it all. The connection
All events are requires more effort and sequence of
connected and the in understanding the events are not
sequence is the connection and clear and not easy
understandable. sequence of the to understand.
events.
Details (40%) The details in the The details are There are only a
narration are very present in the very few details
vivid and the narration but are used in the
emotions can be not complete narration. No
felt in every word enough to show the emotions can also
used. The elements readers the picture be felt due to the
are also complete of what happened. lack of details
and well described. The elements are presented. The
also present but elements are not
some are not present and are not
described very well. described well.
Spelling, Proper spelling, Proper spelling and The rules in proper
Grammar, grammar, punctuation are spelling, grammar,
Punctuation, and punctuation, and observed but the punctuation, and
Mechanics (20%) mechanics are well grammar and mechanics are
observed. choice of words can barely observed. A
still be improved. number of
improvements have
to be done.

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 What I Have Learned

1. _____________ is drawn upon by the inherent human need to tell and share
largely for entertainment.
2. Narration is creating a world based on the writer’s ______________.
3. Narration banks so much on how the details of a _________ are told.
4. What makes a narrative effective and memorable is in the writer’s
_______________ to pace the story and also in the story’s relevance to anyone
who would read it.
5. The most effective ___________ do not just have vividness, consistency, and
significance; they are those which continuously pique the reader’s curiosity,
tickle one’s imagination, and leave an indelible mark in the reader’s memory.

What I Can Do

Activity 1.1.2 What an Experience!

Have you ever spent a significant amount of time - say, at least three days- away
from both your home and those you consider as family? What did you do during that
experience? Did you enjoy it? Did you wish you could stay longer? Or did you find
yourself wishing you could go back home, or that your family could be with you at
that very moment? If you have not experienced leaving home and family, would you
do so, if given the chance? Write about your thoughts and experiences in a single
paragraph of no more than ten sentences.

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 Assessment

Activity 1.1.3 Cultivating the Memory

Write a detailed narration with a minimum of five paragraphs about the time you
enjoyed gardening or tilling the soil for planting. This does not only cover the time
you were at home and you may also try to reminisce the times you had experienced
it in school. You may change the name of people according to your preference. You
will be graded according to the given rubric for this activity.

CATEGORIES CRITERIA
EXCELLENT GOOD FAIR
Organization The narration is The narration is The narration is
(40%) presented in an presented well. not organized at
organized manner. However, it all. The
All events are requires more connection and
connected and the effort in sequence of the
sequence is understanding the events are not
understandable. connection and clear and not easy
sequence of the to understand.
events.
Details (40%) The details in the The details are There are only a
narration are very present in the very few details
vivid and the narration but are used in the
emotions can be not complete narration. No
felt in every word enough to show emotions can also
used. The the readers the be felt due to the
elements are also picture of what lack of details
complete and well happened. The presented. The
described. elements are also elements are not
present but some present and are
are not described not described well.
very well.
Spelling, Proper spelling, Proper spelling The rules in
Grammar, grammar, and punctuation proper spelling,
Punctuation, and punctuation, and are observed but grammar,
Mechanics (20%) mechanics are well the grammar and punctuation, and
observed. choice of words mechanics are
can still be barely observed. A
improved. number of
improvements
have to be done.

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 10
What I Know What I Have
1. d Learned
2. a 1. Narration
3. c 2. Imagination
4. b 3. Strong
5. c 4. Skill
5. Narratives
Answer Key
References
Madrid, M. A., Labis, J. V. (2019). Reading and Writing Skills For 21st Century
Learners. The Inteligente Publishing, Inc.

Tiongson, M. A., Rodriguez, M. C. (2016). RBS Reading and Writing Skills. Rex Book
Store, Inc.

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 What is It

TOPIC 2: DESCRIPTION (Your Words are Experienced by the

Senses)

Introduction

“The dirt of the girls' cotton dresses continued on their legs, feet, arms, and
faces to make them all of a piece. Their greasy uncolored hair hung down, uncombed,
with a grim finality. I knelt to see them better, to remember them for all time. The
tears that had slipped down my dress left unsurprising dark spots, and made the
front yard blurry and even more unreal. The world had taken a deep breath and was
having doubts about continuing to revolve.” -Maya Angelou, I Know Why the Caged
Bird Sings

The above text described clearly the personas present in it. As you read the text, it
is a fact that you pictured something in your imagination. That, in this case, is
because of the technique that the author used in creating the scenario. It is always
a good idea to start a physical description by relying on your five senses to gather
details about what your subject looks, sounds, feels, smells, or even tastes like.

Read further to know and apply the pattern used by the author.

Discussion

This pattern of development in writing involves putting the image of an object,

person, place, scene, or event into words. It appeals to the reader’s senses and allows
them to experience what is being described by the writer in terms of sight, smell,
hearing, touch, and/or taste.

Description also allows the relationship of the whole and its parts and focuses on
featuring the differences of objects, people, places, scenes, or events with the others
of the same class. Logical order and spatial order are commonly observed in
description.

Unlike narration, which presents information from beginning to end, description can
be arranged in any pattern you think best. Usually, the pattern is spatial, presenting
things as they appear in space. But each writer chooses his or her own perspective-
the position from which to view a subject. And each decides where to begin and where
to end.

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Types of Description

Description comes in two types: objective and subjective. The type you will choose
in writing a descriptive text depends on your purpose in describing a certain object,
person, place, scene, or event. You may decide whether you would describe it as it is
or you would inject personal opinions or emotions in your description. The
differences between objective and subjective description are shown in the table
below.

Brief Description Detailed Description

Definition This type is informative, This type is suggestive or

scientific, technical, and
factual. Hence, it is
denotative in nature and
no opinions or emotions
are injected in this type of
description.
Example My friend and I went to
Sabang Beach, one of the
famous tourist spots in
Baler. Sabang Beach is a
landform alongside a body
of water that the people
usually visit to go
sunbathing, swimming, or
surfing. The water there is
not as clear as the water
on the other beaches, but
the waves there are
continuous and high
which attract a lot of
tourists especially those
who are professional
surfers and enthusiasts
alike.
opinionated. Hence, it is
connotative in nature and
reveals the personal views
and emotions of the
writer.
My friend and I went to
Sabang Beach, one of the
famous tourist spots in
Baler. Sabang Beach is a
beautiful place. A lot of
people go there to have fun
and take photos with their
friends and family. It is a
great place to relax and
enjoy to relieve stress from
work. Children and adults
alike take surfing lessons
on the beach and they look
like they are having a lot of
fun despite falling of
surfboards a few times. A
mountain full of tress also
serves as a beautiful
backdrop of the beach
which can surely leave
anyone in awe and take
their breath away.

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 What’s More

Activity 1.2.1 Plant that Matters

Now that you already know about description pattern of development, it is now high
time to let your pens work!

With the plants that are trending on social media nowadays, pick one that interests
you the most and describe your experience with it. Apply your knowledge on
description and descriptive words for you to be able to share your interest to your
readers. Make your audience feel and experience what you have experienced.

Enjoy writing!

What I Have Learned

1. A __________ with a lot of necessary details also provides the readers a clearer
picture of an object, person, place, scene, or event.
2. Use description when you need to ___________ the nature of people, places,
and things.
3. In writing the descriptive details, writers should _________ to as many senses
as possible.
4. Vivid descriptions are a ___________ in descriptive writing.
5. Words abound the descriptive writing and the usage of the words should be
as _____________ as possible.

What I Can Do

Activity 1.2.2 Best Place for Me

Write an objective or subjective description with a minimum of five paragraphs about
the best place you have ever visited so far. You may use a separate sheet of paper
when necessary. You will be graded according to the given rubric for this activity.

14
 CATEGORIES CRITERIA
EXCELLENT GOOD FAIR
Organization The narration is The narration is The narration is
(40%) presented in an presented well. not organized at
organized manner. However, it all. The connection
All events are requires more and sequence of
connected and the effort in the events are not
sequence is understanding the clear and not easy
understandable. connection and to understand.
sequence of the
events.
Details (40%) The details in the The details are There are only a
narration are very present in the very few details
vivid and the narration but are used in the
emotions can be not complete narration. No
felt in every word enough to show emotions can also
used. The elements the readers the be felt due to the
are also complete picture of what lack of details
and well described. happened. The presented. The
elements are also elements are not
present but some present and are
are not described not described well.
very well.
Spelling, Proper spelling, Proper spelling The rules in proper
Grammar, grammar, and punctuation spelling, grammar,
Punctuation, and punctuation, and are observed but punctuation, and
Mechanics (20%) mechanics are well the grammar and mechanics are
observed. choice of words barely observed. A
can still be number of
improved. improvements
have to be done.

Assessment

Activity 1.2.3 My Quarantine Escapade

Over the lockdown and quarantine period during this pandemic on COVID-19, all of
us are confined in our houses to prevent the spread of the deadly virus. With this,
you have been in connection with the different parts of your house. So, write a
descriptive essay about a room or an area you know well, such us your bedroom or
kitchen. Describe the layout using spatial organization (top to bottom, front to back,
left to right). Also include sensory details (sight, sound, smell, touch, and taste) so

15
your reader can “see” the space clearly and understand how the parts relate to each
other.
. You will be graded according to the given rubric for this activity.

CATEGORIES CRITERIA
EXCELLENT GOOD FAIR
Organization The narration is The narration is The narration is
(40%) presented in an presented well. not organized at
organized manner. However, it all. The connection
All events are requires more and sequence of
connected and the effort in the events are not
sequence is understanding the clear and not easy
understandable. connection and to understand.
sequence of the
events.
Details (40%) The details in the The details are There are only a
narration are very present in the very few details
vivid and the narration but are used in the
emotions can be not complete narration. No
felt in every word enough to show emotions can also
used. The elements the readers the be felt due to the
are also complete picture of what lack of details
and well described. happened. The presented. The
elements are also elements are not
present but some present and are
are not described not described well.
very well.
Spelling, Proper spelling, Proper spelling The rules in proper
Grammar, grammar, and punctuation spelling, grammar,
Punctuation, and punctuation, and are observed but punctuation, and
Mechanics (20%) mechanics are well the grammar and mechanics are
observed. choice of words barely observed. A
can still be number of
improved. improvements
have to be done.

16
17
What I Have
Learned
1. Description
2. Explain
3. Applied
4. Must
5. Effective
Answer Key
References

Madrid, M. A., Labis, J. V. (2019). Reading and Writing Skills For 21st Century
Learners. The Inteligente Publishing, Inc.

Tiongson, M. A., Rodriguez, M. C. (2016). RBS Reading and Writing Skills. Rex Book
Store, Inc.

18
 What is It

TOPIC 3: DEFINITION (Your Words Define Your World)

Introduction

When was the last time you consulted a dictionary? Which word did you try to find?
When you found the meaning of the word in the dictionary, did you understand its
definition? Have you used that word both in writing and in speech? Do other people
understand the meaning of a word the same way you do?

Say you are writing an essay on the concept of “love”. Would you consult the
dictionary for its denotation? Or would you define it based on what you know of it,
without consulting any other material? Would you consider including a
connotation, or what other things other people associate with “love” that are not
necessarily defined by a dictionary? Do you think people would have the same
understanding of “love”? If yes, why do you say so?

Discussion

Understanding the meaning of words can be a tricky business, because language is

dynamic; language continuously changes. As the world and the people living in
change, so do words and its meanings change. People have idiosyncratic
interpretations on concepts; each one of us has different backgrounds and
personalities that determine how we understand the words. This is why defining is
essential.

Defining is trying to understand the meanings of a word or an expression. It is

analysing, delineating, exploring, and discovering the different aspects of a particular
concept. Most of the time, a definition first comes into mind as an observation – a
mere judgment of a perceived concept, eventually evolving into other meanings as
the person who perceives the concept changes. It is also knowing what other concepts
are associated with a word, what it is not, what it is like, what are its causes and
effects, and what are some of its examples.

Ultimately, defining is expressing how one perceives a word based on his or her own
experiences.

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Types of Definition

Definition comes in two types: scientific and subjective. The form you will choose in
writing a definition depends on your purpose in a certain context. You may decide
whether you would define the word, term, concept, or subject using its literal
meaning based on facts or its figurative meaning based on opinion. The differences
between scientific and subjective definition are shown in the table below.

Brief Definition Detailed Definition

Definition This type is denotative in This type is connotative in

nature. Hence, the
meaning it provides is
literal and straight from
the dictionary. It is not
influenced by the writer’s
personal opinions.
Example The sky is everything that
lies above the surface of
the earth. It is called the
celestial sphere. It is in the
sphere where the moon,
stars, sun, and planets
appear.
nature. Hence, the
meaning it provides may
be figurative or literary. It
is largely influenced by
the writer’s personal
opinions and emotions. It
may also vary from writer
to writer and from reader
to reader.
The sky is my source of
hope. It makes me feel
calm, especially when it is
clear and blue in color. It
serves as a reminder that
everyone is loved by God
who is looking down from
above and guiding each
one of us.

Three Steps to Effective Definition

1. Tell readers what term is being defined.

2. Present clear and basic information.

3. Use facts, examples, or anecdotes that readers will understand

For example, if you were to define whale, you might start by saying it is an aquatic
mammal. Then you could talk about its size, shape, varieties, environment, breeding
habits, and so on.

20
 What’s More

Activity 1.3.1 Rekindling Emotions

One of the most complicated concepts to explain in words is happiness? How do you
know when you are happy? Do the things that make you happy, also make other
people happy? Below is a table in which six emotions are listed. Enumerate the things
or events that make you feel the following emotions.

Happiness Sadness Anger Nervousness Excitement Jealousy

What I Have Learned

1. ___________ is putting an identity to something; it is assigning an existence to

something that was relatively unknown before.
2. As emotions are part of what makes human beings complex creatures,
defining theses emotions process to be helpful in _____________ how people
feel.
3. The main ______________ of definition is to establish a clearer meaning of a
word, term, concept, or subject in comparison with the other members of its
class in either simple or an elaborative way.

21
 What I Can Do

Activity 3.2 On Home and Beyond

Write a poem with a five to seven stanzas about your own definition of “home”. You
may use a separate sheet of paper when necessary. You will be graded according to
the given rubric for this activity.

CATEGORIES CRITERIA
EXCELLENT GOOD FAIR
Organization The ideas depicted The ideas depicted The ideas depicted
(30%) in the poem are in the poem are in the poem are
organized and not that organized not organized and
cohesive which and the stanzas the lines and
made the poem are not connected stanzas are not
easier to to each other clear and
understand. which made the connected which
poem a bit made the poem
confusing and totally confusing
difficult to and difficult to
understand. understand.
Definition of the The given concept The given concept The given concept
given concept is defined clearly. is fairly defined. is not defined.
(30%)
Theme and The theme and The theme and The theme and
Content (20%) content of the content of the content of the
poem are very poem are fairly poem are not
relevant to the relevant to the relevant to the
given concept. given concept. given concept.
Overall creativity The poem is The poem is well The poem is made
creatively made. It made but it can with effort but it
is convincing and still be improved. still needs more
effective. creativity and
further
improvement.

22
 Assessment

Activity 1.3.3 Planting Images

• Look around you.

• Choose one plant that you have in your backyard that you know so well.

• Write an article about that plant using the DEFINITION Pattern of

Development.
You will be graded according to the following rubric for this activity.

CATEGORIES CRITERIA
EXCELLENT GOOD FAIR
Organization The definition is The definition is The definition is
(40%) presented in an presented well. not organized at
organized manner. However, it all. The connection
All events are requires more and sequence of
connected and the effort in the events are not
sequence is understanding the clear and not easy
understandable. connection and to understand.
sequence of the
events.
Details (40%) The details in the The details are There are only a
definition are very present in the very few details
vivid and the definition but are used in the
emotions can be not complete definition. No
felt in every word enough to show emotions can also
used. The elements the readers the be felt due to the
are also complete picture of what lack of details
and well described. happened. The presented. The
elements are also elements are not
present but some present and are
are not described not described well.
very well.
Spelling, Proper spelling, Proper spelling The rules in proper
Grammar, grammar, and punctuation spelling, grammar,
Punctuation, and punctuation, and are observed but punctuation, and
Mechanics (20%) mechanics are well the grammar and mechanics are
observed. choice of words barely observed. A
can still be number of
improved. improvements
have to be done.

23
24
What Have I
Learned
1. B
2. C
3. D
4. A
Answer Key
References
Madrid, M. A., Labis, J. V. (2019). Reading and Writing Skills For 21st Century
Learners. The Inteligente Publishing, Inc.

Tiongson, M. A., Rodriguez, M. C. (2016). RBS Reading and Writing Skills. Rex Book
Store, Inc.

25
 What is It

TOPIC 4: EXEMPLIFICATION (Your Words Exemplify Your

Words)

Introduction

In the Philippines, fiestas are very much anticipated by all walks of life. Participants
decorate the entire village or the barangay with different colored banderitas, have the
local marching band lead the opening ceremony, organize activities, such as games
and contests, and most noticeably of all, prepare food lavishly.

Suppose there is a fiesta at your place. Which kinds of food do you and your family
prepare for everyday to enjoy? Maybe you would have a one whole serving of suckling
pig or lechon. Maybe you could say there would also be plain steamed rice or rice
with various toppings, a multitude of viands or ulam, pansit, sticky rice cakes or
kakanin, soft drinks, beer, and other kinds of dishes typical in a Filipino celebration.
Whatever your answers be, you may find yourself enumerating these food items to
show just how much enthusiasm and effort Filipinos exert in preparing for the fiesta.

Discussion

Listing, enumerating, and giving examples are very useful techniques in

elaborating topic or a subject. In the example of the fiesta above, you were guided
into using these techniques to explain how lavish Filipino fiestas are in terms of food.
Elaboration or explanation by giving examples is called exemplification.

This pattern of development in writing involves the use of several examples to further
explain a concept and to support its claims and ideas. It uses terms such as in
addition, for example, in example, also, and furthermore to introduce each example
that proves the concept being discussed. The main purpose of exemplification is to
make ideas clearer by providing more details that support them through various
examples. Exemplification is commonly used together with the other patterns of
development as it sets further points to clarify certain ideas or topics.

Exemplification can be made by providing factual information, narrating events,

showing statistical data, using quotes from researches and other texts, stating
anecdotes, and all others that can support the definition or description of certain
ideas or topics.

26
Types of Exemplification

Examples serve various purposes. They may illustrate, explain, tell a story, describe,
or do all of these at the same time. The difference among the types of examples used
in exemplification are shown in the following table.

Examples that Examples that Examples that Examples

Illustrate Explain Tell a Story that Describe
Definition These refer to These refer to These refer to These refer to
examples that examples that examples that examples that
come in the further explain a narrate a story describe a
form of concept being to prove or concept vividly
illustrations like defined or provide a point. to help the
diagrams, described. readers
pictures, and visualize and
ideas. understand it
as clearly as
possible.
Example Media can serve Some of the Media can also Media is a
as a platform of various forms of be used to channel for
communication. abuse in the use of spread hate on sending and
It can connect media are someone just receiving
people from cyberbullying, like what information.
different parts of cybersex, scams, happened to me An example of
the world to one and many other before. There which is the
another. It does cybercrimes that was this one widely used
the same for ruin relationships time, I was just social media
overseas between people scrolling on my site called
workers and and damage one’s newsfeed as I Facebook. It is
their loved ones. dignity and regularly do. I a social media
reputation. was caught by platform that
surprise when I has an icon in
was tagged by a the form of a
friend, and white colored
there I saw my letter “f” and
initials and has a blue
description that background. It
clearly refers to has
me. It was a communication
hate post in a features that
created secret allow people to
file for our send and
department. I receive photos,
was saddened videos, voice
by what clips, and

27
 happened and messages to
felt bad that one another at
there are people the same time.
who use media Through this
to spread hate platform,
instead people can
spreading also create a
positivity and profile of
relevant themselves
information which can be
viewed and
visited by their
friends. People
can also add
friends and
confirm friend
requests
through
Facebook.

What’s More

Activity 1.4.1 Culture and Choices

As opposed to the abundance of food and drinks associated with fiestas, let us now
tackle Filipino events that do not entail a lavish preparation of food. What are some
events Filipino culture in which we are enjoined not to eat meat? Why are we enjoined
to do so? If we observe this fasting, what are the dishes you eat as an alternative? If
you do not observe the no-meat rule, which dishes can you suggest be eaten?
Enumerate your answers and write them on the table below.

Event Reasons for No-Meat Diet Suggested Alternative

Dishes

28
 What I Have Learned

1. __________________ can also be considered as one way to define a concept.

2. Looking at fiesta celebrations in the Philippines can help one understand how
______________ go all out and restrain themselves in terms of food.
3. Exemplification as a mode of paragraph development is very useful in
discussing _____________ topics by way of enumerating or listing subtopics
that are considered familiar to the target readers.

What I Can Do

Activity 1.4.2 Sample! Sample! Sample!

Due to the quarantine, many people ventured into planting, specifically backyard
and ornamental gardening. They planted several species of vegetables as well as
flowering plants.

For your activity, you have to step out of your house first. Then, look around you.
Afterwards, try to list down examples of trees in your yard. Also, look for the
vegetables that you grow in your garden and list those down in your notes. This time,
you take a look at your ornamental plants. Have a list of the different flowering
plants, cacti, and succulents that abound your garden.

Fill in the table with the different plants that you observed.

Trees Vegetables Ornamental plants

(flowering, cacti,
succulents)

29
 Assessment

Activity 1.4.3 ‘Quaranthings’ and Gardening

Now that you have listed the different plants that grow in your surroundings Activity
4.3, you now have to write an essay with three to five paragraphs about the things
you listed. Begin your essay with a little background of the quarantine. Then, make
sure to illustrate, explain, tell a story, and describe. You will be graded according to
the given rubric for this activity.

CATEGORIES CRITERIA
EXCELLENT GOOD FAIR
Organization The paragraphs The paragraphs The paragraphs
(30%) are all connected are put together are not cohesive
and organized. The well but are not and the point is
essay revolves backed up with vague and cannot
around one topic. very clear points. be easily
The point is clear Examples are also understood.
and the examples provided in the
used are used essay.
effectively to
explain the topic
further.
Examples Used The examples used Some examples Examples are less
(50%) are very relevant to are relevant for the to not really
the essay. Each essay while some relevant to the
one is well are not. topic being
explained and is discussed in the
connected to the essay.
topic.
Spelling, Proper spelling, Proper spelling The rules in proper
Grammar, grammar, and punctuation spelling, grammar,
Punctuation, and punctuation, and are observed but punctuation, and
Mechanics (20%) mechanics are well the grammar and mechanics are
observed. choice of words barely observed. A
can still be number of
improved. improvements
have to be done.

30
31
What Have I
Learned
1. Exemplification
2. Filipinos
3. complex
Answer Key
References

Madrid, M. A., Labis, J. V. (2019). Reading and Writing Skills For 21st Century
Learners. The Inteligente Publishing, Inc.

Tiongson, M. A., Rodriguez, M. C. (2016). RBS Reading and Writing Skills. Rex Book
Store, Inc.

32
 What is It

TOPIC 5: COMPARISON AND CONTRAST (Your Words

Associate You with Other Worlds)

Introduction

Have you experienced making a choice and coming up with a decision? It was tough,
wasn’t it? Say, you are thinking of the plant variety you are to grow in your garden.
Would you rather go with the vegetables or ornamental plants? For vegetables, would
you prefer growing bitter gourd instead or sponge gourd? For ornamental, would you
go with the flowering plants instead of those in trend nowadays like cacti and
succulents, among others?

On which grounds, then, would you base your decision?

Discussion

Whenever you make a choice, whether trivial or serious, you are actually doing some
sort of a comparison and contrast. Comparison entails dealing with the similarities
or differences of at least two subjects. Contrast, on the other hand, is tackling the
differences between or among topics.

Comparison and contrast are complementary to each other and are usually
inseparable. One cannot see similarities without seeing the differences well, and vice
versa. The main purpose of these is not only to show the item’s obvious similarities
and differences but to show a deeper analysis of these similarities and differences.
They are commonly used in writing about items which seem so strikingly similar but
in fact possess a number of differences.

A bitter gourd and a sponge gourd, by comparison, are both vegetables. In contrast,
however, they differ in taste and usage. Same with the flowering and
cacti/succulents. They are both ornamental plants but they differ in many ways such
as their appearance, the effort needed for those to grow, and others.

Comparison and contrast is also an extension of definition as you try to define a term
by stating how it is like and unlike another term being discussed. In writing about
it, it is important to make sure first that the items being discussed are really
comparable to one another because if they are not, another pattern of development
should be used.

33
Ways to Present Comparison and Contrast in Writing

There are two ways to present comparison and contrast in writing. It can be made
through block patter or alternative group. These patterns refer to the way you present
the information to be used in comparing and contrasting the items being discussed
in the text. The differences between block patter and alternative pattern are shown
in the table below.

Block Pattern Alternative Pattern

Definition This is done by presenting the This is done by presenting both

information, data, or items side by side, then
characteristics about the first comparing their similarities and
item in one paragraph. Then, it contrasting their differences point
will be followed by all the by point. In short, a piece of
information, data, or information, data, or
characteristics about the second characteristic of both items is
in the next paragraph. discussed at the same time in one
statement.
Example Jeepneys and buses are popular Jeepneys and buses are popular
means of public transportation in means of public transportation in
the Philippines. In terms of size, the Philippines. Jeepneys are
jeepneys are smaller. They can relatively smaller and shorter that
accommodate only a maximum of buses, they can accommodate
22 passengers. In terms of the only a maximum of 22 passengers
sitting arrangements of the while buses can accommodate up
passengers, jeepney passengers to 60. Jeepney passengers sit side
sit side by side facing other by side facing the other
passengers on the opposite side. passengers on the opposite side,
In terms of maximum duration per while each bus passenger sits
trip, jeepneys’ regular longest trip beside one or two more
is just around two hours. Lastly, in passengers facing straight ahead.
terms of the length of routes, Jeepneys’ regular longest trip is
jeepneys regularly have short just around two hours, while
routes. buses can have as long as 24-hour
trip. Lastly, jeepneys regularly
In contrast, in terms of size, buses
have shorter routes while buses
are big. They can accommodate up
usually have longer routes.
to 60 passengers. In terms of the
sitting arrangement of the Despite the many differences
passengers, each bus passenger between jeepneys and buses, both
sits beside one or two more classifications still remain as
passengers facing straight ahead. effective and practical means of
In terms of maximum duration per public transportation used by
trip, buses can have as long as a commuters daily.
24-hour trip. Lastly, in terms of the

34
 length of routes, buses usually
have long routes.
Despite the many differences
between jeepneys and buses, both
classifications still remain as
effective and practical means of
public transportation used by
commuters daily.

What’s More

Activity 1.5.1 Rave for Fave

Do you grow vegetables in your backyard? If so, could you name those? Do you have
a favorite vegetable? Is it yellow when it ripens or it stays green? Does it go well with
other vegetables when cooked? Does it have a savory taste? Do other people love it
as much as you do?

For ten minutes, freewrite as much as you can about your favorite vegetable. What
is it? What is its scientific name? How does it look like? What nutrients does it give
to humans? Why is it your favorite?

What I Have Learned

1. _____________________ is somewhat weighing your choices’ pros and cons,

consequently shedding light to a well-thought of decision/judgment.
2. Comparison and contrast also bank so much on the use of ______________
language as the use of such adds artistic literary value to and deepens the
meaning and interpretation of discourse.
3. This pattern of development in writing involves comparing items in terms of
their _____________ and contrasting them in terms of their differences.
4. Decisions are easily when comparing things of ___________ importance.
5. Comparison and contrast are complementary to each other and are usually
_______________. One cannot see the similarities without seeing the
differences.

35
 What I Can Do

Activity 1.5.2 Fave versus Fave

In the previous activity, you wrote about your favorite vegetable. Go over your notes
about it. Afterwards, pick a family member of yours and interview him/her about
his/her favorite vegetable. Take note that his or her favorite should be different from
yours. If so, pick another family member. Write your notes on a separate sheet of
paper.

Assessment

Activity 1.5.3 Fave Vegie: How’s and Why’s

After the interview with a family member, you are now tasked to write a three-
paragraph essay that compares and contrasts the two vegetables. Cite at least five
points of comparison and contrast and explain each one. You may decide whether to
use block or alternative pattern. You may use a separate sheet of paper when
necessary. You will be graded according to the given rubric for this activity.

CATEGORIES CRITERIA
EXCELLENT GOOD FAIR
Organization The set of The set of The set of
(30%) information is information is information is
presented in an presented well but presented but not
organized manner. some points are organized at all.
The connection of repeated and do The ideas are
ideas in every not follow correct cluttered and not
sentence and sequencing. sequenced. The
paragraph can be connections are
easily understood. not clear and not
easy to
understand.
Appropriateness The chosen The chosen The chosen
(30%) vegetables are vegetables have vegetables are not
appropriate and some similarities comparable. They
are comparable to and differences are either
each other. but are not that completely the
comparable. same or completely
different.

36
Presentation of The points of Some points of The points of
Comparison and comparison and comparison and comparison and
Contrast (20%) contrast are contrast are contrast presented
effectively effectively are irrelevant.
presented. presented, but the
reset is a little bit
obvious to still be
pointed out.
Spelling, Proper spelling, Proper spelling The rules in proper
Grammar, grammar, and punctuation spelling, grammar,
Punctuation, and punctuation, and are observed but punctuation, and
Mechanics (20%) mechanics are well the grammar and mechanics are
observed. choice of words barely observed. A
can still be number of
improved. improvements
have to be done.

37
39
What Have I
Learned
1. Compare and
Contrast
2. Figurative
3. similarities
4. equal
5. inseparable
Answer Key
References

Madrid, M. A., Labis, J. V. (2019). Reading and Writing Skills For 21st Century
Learners. The Inteligente Publishing, Inc.

Tiongson, M. A., Rodriguez, M. C. (2016). RBS Reading and Writing Skills. Rex Book
Store, Inc.

40
 What is It

TOPIC 6: CAUSAL ANALYSIS (Your Words Influence Your

World)

Introduction

One afternoon, classes were suddenly dismissed due to an order that came from the
higher ups. It stated that classes for School Year 2019-2020 had to stop and students
and faculty had to be home. It left everybody in shock. The thing that happened was
unimaginable. What could have triggered the stop of the classes?

News on television, radio, and social media began circulating. The culprit was the
widespread of the coronavirus disease or COVID-19, they say. But was it really the
reason? Now that classes had stopped, what would happen to the students then?

So many questions but the first solution is to know the cause why unusual things
have been happening even up to this moment.

Discussion

Causal Analysis means identifying the causes and effects of a situation, event, or
phenomenon. It is born out of the inherent human characteristic of trying to make
connections and to understand reasons.

A cause is what prompted something to happen. An effect is what yielded after

something else took place.

This pattern of development in writing involves pointing out the relationship between
certain actions, events, or situations by identifying which among them are the
reasons and which are the consequences.

One practical application of Causal Analysis as a mode of paragraph development is

a problem-solution type of paper. In this example, the problem is usually the cause,
the solution the effect. In other instances, the problem could also be the effect of the
event and/or the solution could be the cause of another. In either case, the situations
result to a causal chain in which multiple sets of cause and effect are somehow
connected to each other.

On the situation of knowing the cause of the suspension of classes sometime in

March, answering the question pushes you to move from one idea to another,
perhaps, one news to another. Besides knowing its reason, you were also eager to
know the effects of such phenomenon.

41
Ways to Present Causal Analysis or Cause and Effect in Writing

Cause and effect may be presented in the following ways: cause to effect, effect to
cause, and consecutive cause and effect. The differences among these ways are
shown in the table below.

Cause to Effect Effect to Cause Consecutive Cause

and Effect
Definition In this way, the cause In this way, the In this way, the first
of the event is effect of the event is cause and effect are
presented first before presented first presented together in a
its effects. This is before its causes. sentence followed by the
usually used when This is usually used next cause and effect.
there are various when there are This is usually used
effects on a certain various causes but when there are various
single event. only have a single causes and effects of
effect. certain events.
Example Ever since she was Flood in certain Being parents at such a
caught cheating on towns and cities young age is really
their exams, it seemed despite light rainfall difficult for teenage
like her whole world can be attributed to couples. Since they are
crashed in front of her various factors. still young and
eyes. Her parents were First, it could be due immature, they do not
so disappointed in her to the poor or clogged know yet how to raise
that they barely talk to drainage systems in their child and take care
her at home. Her most areas of him or her properly.
friends started ignoring nowadays. Second, Unplanned pregnancies
her and her classmates it could be due to the also cause teenagers to
kept whispering behind lack of discipline and stop studying, so they
her back. Her teachers irresponsible can focus on taking care
became even stricter to behavior of some of their child and looking
her and kept an eye on citizens in terms of for a job. Because they
her all the time from waste disposal. are not able to finish
then on. Worst of all, Third, it could be due their studies, they do not
she lost her to numerous have decent-paying jobs
scholarship. incidents of illegal and have difficulty
logging and providing the needs of
deforestation in their child as well as
different parts of the their own. Most of them
country. also run away from their
homes so they do not
have their parents or
relatives to run to un
times of need.

42
 What’s More

Activity 1.6.1 Revealing the Travel History

Try to remember the last remarkable event of yours in which you had to go outside
the confines of your house. When was it? Where did you go? How long were you out?
Did you have to go? How have you been after returning from that trip? Fill in the
table to see a visual representation of this remarkable traveling stint of yours.

Event Date Event Event Event Event Effect

Location Purpose Duration

What I Have Learned

1. The main purpose of _____________ is to show the relationship of different

phenomena.
2. Cause and effect relationship aims to ___________ what happened and why it
happened, and discusses the results.
3. In writing about cause and effect, it is important to ____________ the facts with
accompanying evidence for each one.
4. Causal analysis is an ___________ method to understand human experiences
especially when dealing with issues and problems.
5. Unconsciously, you are doing causal analysis in your ___________ when you
are asked why certain things happened.

43
 What I Can Do

Activity 1.6.2 What’s Happening?

Have you been watching news lately? Or browsing the social media, perhaps? Are
you aware of the recent issues across the country that have been in circulation in
the different media? Could you cite 20 issues, then, that made you wonder of the
cause and the after effect of the said events. List down your answers on a piece of
paper.

Assessment

Activity 1.6.3
For this activity, choose one among the 20 issues that abound the media nowadays.
Then, research about it. Write an article about it in three paragraphs by following
the consecutive cause and effect way in writing. Make sure that all pieces of
information that you will write are true and accurate. Cite your sources at the end
of your news article. You may use a separate sheet of paper when necessary. You will
be graded according to the given rubric for this activity.

CATEGORIES CRITERIA
EXCELLENT GOOD FAIR
Organization The set of The set of The set of
(30%) information is information is information is
presented in an presented well but presented but not
organized manner. some points are organized at all.
The connection of repeated and do The ideas are
ideas in every not follow correct cluttered and not
sentence and sequencing. sequenced. The
paragraph can be connections are
easily understood. not clear and not
easy to
understand.
Presentation of The causes and The causes and The causes and
Cause and Effect effects of the event effects of the event effects of the event
(30%) are clearly are satisfactorily are not presented
presented and presented and and identified.
identified. identified.
Accuracy (20%) The pieces of Some pieces of The pieces of
information information information
presented are all presented are presented depict
true and accurate. based on facts, but little to no truth at

44
 There is no the others are just all. Almost all
falsification of data made up. pieces of
made. information re just
made up.
Spelling, Proper spelling, Proper spelling The rules in proper
Grammar, grammar, and punctuation spelling, grammar,
Punctuation, and punctuation, and are observed but punctuation, and
Mechanics (20%) mechanics are well the grammar and mechanics are
observed. choice of words barely observed. A
can still be number of
improved. improvements
have to be done.

45
46
What Have I
Learned
1. Cause and
effect
2. explain
3. present
4. effective
5. mind
Answer Key
References
Madrid, M. A., Labis, J. V. (2019). Reading and Writing Skills For 21st Century
Learners. The Inteligente Publishing, Inc.

Tiongson, M. A., Rodriguez, M. C. (2016). RBS Reading and Writing Skills. Rex Book
Store, Inc.

47
 What is It

TOPIC 7: PERSUASION (Your Words Command an Audience)

Introduction

Your cousin comes up to you and accuses you of stealing her money. She even added
angrily that the amount she claims that is stolen is just enough for her to buy the
things needed for her classes. Naturally, assuming you did not steal anything, you
would deny. Your cousin does not believe you, saying that you were the only person
in their house when she found out she lost her money. Plus, you watched movies
together and you were nearest to the bag where her money is, she adds. Assuming,
again, that her arguments are right, how would you defend yourself?

Discussion

Persuasion, as a mode of paragraph development, is almost always coupled with

argumentation. This pattern involves convincing the readers to change their belief or
opinion regarding a particular topic, issue, or situation according to the claims or
arguments presented by the writer. Ideas in a persuasive text have to be presented
in a reasonable and logical way in order to influence the readers to change how they
think.

To write an effective persuasion, first, you have to know your readers and their needs.
Next, presenting factual evidence is a must as readers always have doubts regarding
certain issues. This is the reason why stating proofs of facts like surveys and
experiments or anything to support your argument will be beneficial. Cite statements
from recognized experts as these sources provide credibility to your arguments. Also,
make sure to state some counterclaims since critics will surely arise. You have to let
your readers know that you are aware of such counterclaims by stating then in your
text before any critic does.

Persuasion is commonly used in critiques or reviews, reactions papers, editorials,

proposals, and advertisements. Use of persuasion on the type of persuasive text
being written and the readers being addressed in the text.

48
Modes of Persuasion

Persuasion may be presented in the following modes: ethos, logos, and pathos. The
mode to be used in writing persuasion depends on what the writer prefers to use to
convince the readers: credibility, logic and reasoning, or the readers’ emotions.

Ethos Logos Pathos

Definition In this mode, the writer In this mode, the In this mode, the writer
tries to make the writer tries to tries to convince the
readers believe that convince the readers readers by appealing to
he/she is credible to by means of logic, their emotions. The
make such a claim reasoning, and writer tries to aim for
being presented. The rationality. their emotional
writer tries to assure weaknesses that will
the readers that later on influence their
he/she is trustworthy decision and eventually
and his/her intentions be persuaded.
are good.
Example With my twenty years Problems arise in We know very well that
of experience in this any company or your families are suffering
industry, I can assure organization. These because of the dilemma we
are facing right now, but so
you that our are typical and
are ours. We know you
administration is doing common. Whenever
have been sleeping with
the best we can to solve there are problems,
worries on whether you will
this problem we are solutions are just lose your job next month,
encountering. We have right around the next week, or maybe
been through this corner. It is not tomorrow, but so are we.
before and we were impossible to get up We worry about not just our
able to get up then, so I after falling down. jobs but yours as well. We
believe that we can get What we are know you have been losing
through this again. encountering right your interest to give your
best at work knowing that
now is but a speed
one day you might just lose
bump that will be
it, but to be honest, so are
over sooner that we
we. However, we
know it. As for now, encourage you and we ask
we ask for your you to keep on giving your
patience and best and to not lose your
cooperation. The trust on us. We assure you
administration is that the administration is
doing its part, so let doing its best so you can
us continue to do keep your jobs, you can
continually provide for your
ours and all shall be
families’ needs, and for us
well in the end.
to still be together for more
years.

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 What’s More

Activity 1.7.1 Believe in Me

With the situation about your cousin stated above, you are now tasked to convince
or persuade her to believe that you did not steal the money. Write a short dialogue
on a piece of paper.

What I Have Learned

1. The use of ____________ as a mode of paragraph development is based on the

assumption that all essays are essentially assertive; the writer always,
whether consciously or not, fights for something in his/her paper.
2. Argumentation is the use of facts and logic to convince an audience while in
persuasion, there is an addition of using emotional appeal or ___________.
3. In _________, the writer tries to convince the readers by means of logic,
reasoning, and rationality.
4. Appealing to your credibility or what your listener knows about is called
_________.
5. Persuasion is always coupled with _______________.

What I Can Do

Activity 1.7.2 What’s Cooking?

People have become more assertive to voice out their opinion regarding certain issues
lately. Some vent on social media, some with their personal friends.

With the different issues that surround the country nowadays, list down issues that
you know religiously and would trigger you to voice out your emotions as well. Cite
10 and write those down in your paper.

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 Assessment

Activity 1.7.3 Getting Emo

With the previous activity, choose one from the list and write a one to two-minute
speech persuading your classmates and teachers to believe in what you are believing
in. You may decide which mode of persuasion to use in your speech (ethos, logos,
pathos). Write or paste your draft in a piece of paper. You will be graded according
to the rubric for this activity.

COMPONENTS CATEGORIES CRITERIA

OF THE EXCELLENT GOOD FAIR
ACTIVITY
Organization The set of The set of The set of
(20%) information is information is information is
presented in presented well presented but
an organized but some not organized
manner. The points are at all. The ideas
connection of repeated and are cluttered
ideas in every do not follow and not
sentence and correct sequenced. The
paragraph can sequencing. connections
be easily are not clear
understood. and not easy to
understand.
Appropriateness The causes The causes The causes and
Draft (50%) (20) and effects of and effects of effects of the
the event are the event are event are not
clearly satisfactorily presented and
presented and presented and identified.
identified. identified.
Accuracy (20%) The pieces of Some pieces of The pieces of
information information information
presented are presented are presented
all true and based on depict little to
accurate. facts, but the no truth at all.
There is no others are just Almost all
falsification of made up. pieces of
data made. information re
just made up.
Spelling, Proper Proper The rules in
Grammar, spelling, spelling and proper spelling,
Punctuation, grammar, punctuation grammar,
and Mechanics punctuation, are observed punctuation,
(20%) and but the and mechanics
mechanics are grammar and are barely
well observed. choice of observed. A
words can still number of
be improved. improvements

51
 have to be
done.
Organization The set of The set of The set of
Speech (50%) (30%) information is information is information is
presented in presented well presented but
an organized but some not organized
manner. The points are at all. The ideas
connection of repeated and are cluttered
ideas in every do not follow and not
sentence and correct sequenced. The
paragraph can sequencing. connections
be easily are not clear
understood. and not easy to
understand.
Presentation of The causes The causes The causes and
Cause and and effects of and effects of effects of the
Effect (30%) the event are the event are event are not
clearly satisfactorily presented and
presented and presented and identified.
identified. identified.
Accuracy (20%) The pieces of Some pieces of The pieces of
information information information
presented are presented are presented
all true and based on depict little to
accurate. facts, but the no truth at all.
There is no others are just Almost all
falsification of made up. pieces of
data made. information re
just made up.
Spelling, Proper Proper The rules in
Grammar, spelling, spelling and proper spelling,
Punctuation, grammar, punctuation grammar,
and Mechanics punctuation, are observed punctuation,
(20%) and but the and mechanics
mechanics are grammar and are barely
well observed. choice of observed. A
words can still number of
be improved. improvements
have to be
done.

52
53
What Have I
Learned
1. Persuasion
2. pathos
3. logos
4. ethos
5. argumentation
Answer Key
References
Madrid, M. A., Labis, J. V. (2019). Reading and Writing Skills For 21st Century
Learners. The Inteligente Publishing, Inc.

Tiongson, M. A., Rodriguez, M. C. (2016). RBS Reading and Writing Skills. Rex Book
Store, Inc.

54
For inquiries or feedback, please write or call:

Department of Education – City Schools Division of Alaminos

San Jose Drive, Poblacion, Alaminos City, Pangasinan

Telefax: (075) 205-0644/205-0643

Email-Address: alaminos.city@deped.gov.ph

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