• Patterns of Development

The methods of development vary with the individual purposes and reactions to different situations and
problems. There are all possible ways of presenting and developing an idea. Skillful writers may employ a
combination of the methods in writing a paragraph.

• NARRATION

• Historical Narration– the purpose of which is to inform and explain

• Literary Narration - to amuse or entertain by telling a story by representation a rendition

• NARRATION

• Use narration to recall an event or explain how a process works. A narrative is a story. It arranges
information in chronological (time) order; one event in a story or one step in a process follows another
just as it happened.

• DESCRIPTION

• Use description when you need to explain the nature of people, places, and things. It's 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.

• 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.

• DEFINITION

• A definition identifies a term and sets it apart from all other terms that may be related to it. Often,
definitions begin by mentioning the general class to which a term belongs. Then they provide specifics
to distinguish the term from other members of that class. 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.

• CLASSIFICATION

• Classification—distinguishing types or classes—can help you explain a great deal of seemingly unrelated
information in an organized and easy-to-follow manner.

• COMPARISON AND CONTRAST

• A comparison explains similarities. A contrast explains differences. This method is basically descriptive
and the comparisons are literal, not figurative.

• CAUSE AND EFFECT

• The cause-and-effect method is useful in explaining why something happens.

• Problem-solution

• The is a straightforward approach. The problem is expressed in a simple statement, and a possible
solution is given.

• PERSUASION

• The kind of discourse used to make the reader think or act as the arguer desires. It aims to persuade
rather than to simply explain and inform.

• READING AND WRITING

• Learning Competency

• Identifies claims explicitly or implicitly made in a written text

 • Claim of fact

• Claim of policy

• Claim of value

• Topic

• Explicit and Implicit Claims in a text

• Claim of fact

• Claim of policy

• Claim of value

• Types of Claims

• Tuesday C. De Leon

• A Claim is

• a statement that states the purpose of the argument. worded against the status quo (the existing state
of affairs) that is the focus of an argument.

• Claim of Fact

•   Did it happen? Is it true? Does it exist?

Types of factual claims (generally "objective")

• Factual / historical

• Relational - causal connections

• Predictive

• Claim of Fact

 Proof requires:

• sufficient and appropriate grounds

• reliable authority

• recent data

• accurate, typical data

• clearly defined terms -no loaded language

• a clear distinction between fact and inference.

• Claims of Fact Examples

•   NASA and the US government have spent more than 30 billion dollars to fake the Apollo moon
landings and to perpetuate this hoax. (A claim of fact made by Bill Kaysing in his self-published We
Never Went to the Moon: America's Thirty Billion Dollar Swindle)

• A digital divide (inequitable access to technology) between students from wealthier school districts and
students from poorer ones has added to the problem of educational success among students from the
lower socioeconomic classes and students from ethnic minorities.

• Claim of Policy

•   Claims of Policy (action / should or ought) - usually involves sub-claims of fact and value

Proof requires:

• making proposed action clear

 • need (justification)

• plan (must be workable)

• benefit (advantages)

• consider opposition / counter arguments

• Claim of Policy

• Claims of policy suggest a solution to a problem that has been defined or described by an argument.

• Example: Increased tax dollars for education of prisoners will result in a decrease in the number of
released prisoners who re-offend.

• The sale of assault weapons should be banned in the U.S.

• Claim of Value

• Claims of value (or evaluative arguments): Is it good or bad? Making a claim of value requires that you
evaluate your topic or an aspect of your topic. Is it good or bad? valuable or not valuable? desirable or
undesirable? and, of course, why?

• Example: Physician-assisted suicide is immoral.

• READING AND WRITING

• Learning Competency

• Identifies claims explicitly or implicitly made in a written text

• Claim of fact

• Claim of policy

• Claim of value

• Topic

• Explicit and Implicit Claims in a text

• Claim of fact

• Claim of policy

• Claim of value

• Types of Claims

• Tuesday C. De Leon

• A Claim is

• a statement that states the purpose of the argument. worded against the status quo (the existing state
of affairs) that is the focus of an argument.

• Claim of Fact

•   Did it happen? Is it true? Does it exist?

Types of factual claims (generally "objective")

• Factual / historical

• Relational - causal connections

• Predictive

• Claim of Fact
 Proof requires:

• sufficient and appropriate grounds

• reliable authority

• recent data

• accurate, typical data

• clearly defined terms -no loaded language

• a clear distinction between fact and inference.

• Claims of Fact Examples

•   NASA and the US government have spent more than 30 billion dollars to fake the Apollo moon
landings and to perpetuate this hoax. (A claim of fact made by Bill Kaysing in his self-published We
Never Went to the Moon: America's Thirty Billion Dollar Swindle)

• A digital divide (inequitable access to technology) between students from wealthier school districts and
students from poorer ones has added to the problem of educational success among students from the
lower socioeconomic classes and students from ethnic minorities.

• Claim of Policy

•   Claims of Policy (action / should or ought) - usually involves sub-claims of fact and value

Proof requires:

• making proposed action clear

• need (justification)

• plan (must be workable)

• benefit (advantages)

• consider opposition / counter arguments

• Claim of Policy

• Claims of policy suggest a solution to a problem that has been defined or described by an argument.

• Example: Increased tax dollars for education of prisoners will result in a decrease in the number of
released prisoners who re-offend.

• The sale of assault weapons should be banned in the U.S.

• Claim of Value

• Claims of value (or evaluative arguments): Is it good or bad? Making a claim of value requires that you
evaluate your topic or an aspect of your topic. Is it good or bad? valuable or not valuable? desirable or
undesirable? and, of course, why?

• Example: Physician-assisted suicide is immoral.

• READING and WRITING

• Learning Competency

• Identifies the context in which a text was developed

• Hypertext

• Intertext

• Topic

• Context of Text Development

 • Hypertext

• Intertext

• Hypertext

• Hypertext presents a new way to read on-line text that differs from reading standard linear text. Text is
typically presented in a linear form, in which there is a single way to progress through the text, starting
at the beginning and reading to the end.

• However, in hypertext, information can be represented in a semantic network in which multiple

related sections of the text are connected to each other. A user may then browse through the sections
of the text, jumping from one text section to another. This permits a reader to choose a path through
the text that will be most relevant to his or her interests.

• Hypertext

• Hypertext

• The features in hypertext supply flexibility to the reader when compared to reading linear text such as
books. Clearly some of this flexibility does exist in books (e.g. table of contents and indexes), but it is
not as widely used or exploited. Hypertext permits readers to use these features automatically rather
than requiring readers to manually refer to them as needed. This provides additional control to the
reader in determining the order that the text is to be read, and allows the reader to read the text as if it
were specifically tailored to the reader's background and interests. This flexibility does promise an
advantage of personalization and eases the burden of finding information.

• Intertext

• Intertextuality is the shaping of a text meaning by another text. Intertextual figures include: allusion,
quotation, translation, pastiche and parody. An example of intertextuality is an author’s borrowing and
transformation of a prior text or to a reader’s referencing of one text in reading another.

• Intertext

• Derived from the Latin intertexto, meaning to intermingle while weaving, intertextuality is a term first
introduced by French semiotician Julia Kristeva in the late sixties. In essays such as "Word, Dialogue,
and Novel," Kristeva broke with traditional notions of the author's "influences" and the text's
"sources," positing that all signifying systems, from table settings to poems, are constituted by the
manner in which they transform earlier signifying systems.

• A literary work, then, is not simply the product of a single author, but of its relationship to other texts
and to the structures of language itself. "[A]ny text," she argues, "is constructed of a mosaic of
quotations; any text is the absorption and transformation of another.”

• PASTICHE

• a literary piece that imitates another famous literary work of another writer with the purpose of
honoring it and not mocking it. It is lighthearted but respectful in its imitation.

• Allusion

• indirect reference: an indirect reference to somebody or something

• a brief and indirect reference to a person, place, thing, or idea of historical, cultural, literary, or political
significance

• does not describe in detail the person or thing to which it refers

• is just a passing comment and the writer expects the reader to possess enough knowledge to spot the
allusion and grasp its importance in a text

• Examples:

1. “ Don’t act like Romeo in front of her.”

2. The rise in poverty will unlock the Pandora’s box of crimes.

• PARODY
• Parody is an imitation of a particular writer, artist or a genre, exaggerating it deliberately to produce a
comic effect. The humorous effect in parody is achieved by imitating and overstressing noticeable
features of a famous piece of literature.

• Intertext

• "Communication is too often taken for granted when it should be taken to pieces."

• -John Fiske

• Intertextual relations

• 2 Dimensions

• Horizontal – relations that are between primary texts that are more or less explicitly linked

• Vertical – relation between a primary text and other texts of a different type that refer to it (secondary
and tertiary texts)

• Secondary texts – e.g., publicity, journalistic features, criticism

• Tertiary texts – produced by viewers themselves – e.g., letters, gossip, conversation

• Function of Intertextuality

• Majority of the writers borrow ideas from the previous works to give a layer of meanings to their
works. In fact, when readers read the new text with reflection of another literary work, all related
assumptions, effects and ideas of other text provide them a different meaning and changes the
technique of interpretation of the original piece.

• Since readers take influence from other texts, and while reading new texts they sift through archives,
this device gives them relevance and clarifies their understanding of the new texts. For writers,
intertextuality allows them to open new perspectives and possibilities to construct their story. Thus,
writers may explore a particular ideology in their narrative by discussing recent rhetoric in the original
text.

• Text Types and Purposes of Writing

• MR. EDWIN T. DE LEON

• 2. Text and Text Types

• Different texts serve different purposes:

• To tell a story

• To describe an entity or event

• To provide instructions on how to operate a device

• To convince someone of something

• To explain how something works, etc.

• 2. Text and Text Types

• Our society has evolved standard ways of writing a text for a given purpose such as:

• To tell a story  Narrative

• To describe  Descriptive Text

• Provide instructions  Instructional Text

• To convince  Argumentative Structure

• To explain  Exposition

• 2. Text and Text Types

• Labov’s schema: (William Labov)

• Orientation (time and setting of the story)

• Complication of story, a quest, an obstacle or a series of obstacles,

• Resolution to the complication.

• (optional) a Coda, which signals the story is ended.

• 2. Text and Text Types

• 2. Text and Text Types

• Real narratives go through cycles of this narrative structure:

• What happened first.

• What happened next, etc.

• 2. Text and Text Types

• Characteristics of a Narrative

• Detail what happened and in which order

• Contain mainly actions: She bit the apple.

• some verbal: The bad witch said …

• some relational in the Orientation: She was very lonely.

• Mainly in simple past tense.

• Some past perfect to skip back to the past:

She had lost her way

• 2. Text and Text Types

• Descriptive texts:

• Information describing a scene, person or object

• 2. Text and Text Types

• Characteristics of a Descriptive Text

• Use of relational processes: It is big, it has 2 sides

• Use of adjectives: He has very large eyes.

• Other noun modification (e.g. relative clauses)

• General structure is a LIST of attributes or facts

• Mostly simple present tense (universal truths)

• 2. Text and Text Types

• Information about how to achieve a goal

• Give the steps to follow

• 2. Text and Text Types

• Characteristics of an Instructional Text:

• Sequences of actions: To clean the device: (1) (2) (3)

 • Use of imperatives: Open the lid.

• Conditional Adjuncts: When the machine has stopped…

• Purpose Adjuncts: To open the case…

• 2. Text and Text Types

• Present arguments for or against a case

• READING and WRITING

• Learning Competency

• Identifies properties of a well-written text

• Topics

• Properties of a

well-written text

• organization

• coherence

• language use

• mechanics

• PROPERTIES OF A WELL-WRITTEN TEXT

• Mary Ann J. Bullagay

• ORGANIZATION

Organization represents the way you arrange your sentences. Whether you choose
date order, order of importance, or another reasonable demonstration of detail, a solid sentence always has a
certain organization. In a well-ordered sentence, people follow along easily, with the design you’ve established.

• COHERENCE

Coherence is the quality that makes your writing understandable. Sentences

within a paragraph need to connect and to work together as a whole. One of the best ways to achieve
coherence is to use transition words. These words create bridges from one sentence to the next. You can use
transition words that show order (first, second, third); spatial relationships (above, below) or logic (furthermore,
in addition, in fact). Also, in writing a paragraph, using a consistent verb tense and maintaining a point of view
are important.)

• Revise to achieve coherence.

• My students were distracted. They were also annoyed. The students next door were noisy and unruly.
They were playing games. Their teacher was absent.

• Revise to achieve coherence.

• Life is absurd most of the time. People get hurt and confused. We sometimes lost perspective.

• UNITY

• Unity in a sentence starts with the subject phrase. Every sentence has one individual, managing concept
that is indicated in its subject phrase, which is generally the first phrase of the sentence. A sentence is
specific around this main concept, with the assisting phrases offering details and conversation. In order
to create a good subject phrase, think about your style and all the details you want to make.

• UNITY
 Unity in a paragraph is achieved when all sentences contribute to the main point.

• Does this paragraph have unity?

• The students decided to go ghost-hunting. They scoured the net to look for what they thought was an
ideal haunted house. They also exchanged creepy stories from what they heard from long time ago.
Ghost stories abound in many places. When they thought they’ve seen and heard enough, they went
on their journey.

• LANGUAGE USE

This is how the text is structured , the grammatical features and the word choice.

 Vary sentences *short/long, loose/periodic

 Include supportive statements when necessary.

 Choose your words carefully.

 Avoid using words like “always” and “never”—these create finality

 Avoid “blanket words”

• in spite of the fact that

• in the event that

• new innovations

• one and the same

• period of four days

• personal opinion

• many in number

• A majority of ____

• A number of ____

• Are of the same opinion _____

• At the present moment ___

• Less frequently occurring ____

• MECHANICS

• Subject-Verb Agreement

• Capitalization

• Punctuation

• Homonyms, Homophones, Homographs

• Commonly misused words

 Afraid vs. frightened

 Afraid – is a long time feeling of fear

 Frightened – means feeling a sudden fear

 Say: I have long been afraid of snakes and now you frighten me with one.
 • All together vs. altogether

• All together – means at the same time

• Altogether – means wholly or entirely

• I was altogether surprised that you were all together on my birthday

• Commonly misused words

• Legible vs. readable

Legible – means clear enough to be read

Readable – means able to be read with pleasure

Say: The child’s handwriting is legible and his short story is readable.

• In vs. into

In – means inside

Into – implies a movement from the outside going inside

Say: we were in the canteen when we saw the stranger’s car move into the gate.

• MECHANICS

Capitalization and punctuation are the mechanics of writing. They are not simply rules that we must memorize
and follow; they are specific signals to the reader. These mechanics are used to determine meaning and to
clarify intent. It is possible to change the connotation of a sentence by altering punctuation and/or
capitalization."

• Tips in Writing Effective Application Letter

1. Make yourself stand out

2. Target the right person

3. Keep it simple and short

4. Make it clean and free from error

5. Get their attention early

6. Observe proper punctuations

7. Be prompt

8. Be courteous

9. Observe correct grammar

10. Don’t forget to affix your signature

• Tips in Writing Effective Resumē

• KEEP IT BRIEF

• NO JARGON/SLANG

• SELL YOUR FISH. PUT ALL THE MARKETING EFFORTS, INCLUDE COMPUTER SKILLS, LANGUAGE SKILLS,
AND ANY RELEVANT TRAININGS

• USE BULLETS TO POINT OUT YOUR ACHIEVEMENTS

• LIST YOUR CAREER HISTORY IN ORDER. START FROM THE MOST RECENT JOB EXPERIENCE

• INCLUDE CHARACTER REFERENCES INDICATING THEIR CONTACT NUMBERS AND DESIGNATIONS

  10 TIPS IN WRITING A RESUME

 When writing a resume:

1. Make your resume brief and concise. Two pages will do.

2. List your most relevant key skills first.

3. Include the examples of achievement that meet the advertised requirements of the job.
Include specifically relevant key words and phrases throughout your resume.

4. Make sure you include your name, email address and a contact phone number on your resume.

5. Include the list of between 10 and 15 skills that link your experience to the job you are applying for.

 When writing a resume:

6. Educational history only needs to show your highest level of education.

7. When providing your employment history, start with the most recent jobs and go backwards from there.

8. For references, list two people who can positively recommend you as an employee.

9. Proofread and check for errors.

10. Keep it simple.

 10 TIPS IN WRITING AN APPLICATION LETTER

 WHEN WRITING AN APPLICATION LETTER

1. Add your contact information at the top.

2. Include the company’s information.

3. Write an engaging first paragraph.

4. State where you found the position to which you are applying.

5. Explain why hiring you will benefit the employer.

 WHEN WRITING AN APPLICATION LETTER

6. Briefly summarize you strengths, qualifications and experience.

7. Paint a picture of yourself that’s not on your resume.

8. Invite the hiring manager to contact you.

9. Address your letter to the person you are writing.

10. Proofread and check for errors.