UNIT 1

READING AND THINKING ACROSS TEXT TYPES

“Both reading and writing are experiences – lifelong – in the course of

which we who encounter words used in certain ways are persuaded by them
to be brought mind and heart within the presence, the power, of the imagi-
nation.” – Eudora Welty

PRE-ASSESSMENT
Let’s Check What You Know
Directions: Assess your reading habits. Accomplish the table by ticking the column with a
check mark (✓) that corresponds to how frequent you do the following tasks. Reflect on
your answers. Write your reflection on the space provided.

Yes/ Kind of/ No/

Always Sometimes Never Total
(5) (3) (1)
I have an easy time getting
settled to read.
I read for the entire time with-
Engage- out distraction.
ment
I can easily find books I love
that are a good fit.
I love to read.
I know most or all of the
words in my book.
If I come to a word that’s hard
Print to read, I can often figure it
Work out.
If I make a mistake on a word,
I often catch myself and can
fix it.
When I’m reading, I sound
like a storyteller.

Fluency I read with expression, like

how it sounds when adults
read to me.
I read at a comfortable pace.

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 Yes/ Kind of/ No/
Always Sometimes Never Total
(5) (3) (1)

When I read nonfiction, I can put

together all the information to
Main figure out of (a) main idea/s
Idea
I can say what a chapter or sec-
tion is mostly about.
I understand and remember the
important information that con-
nects to a main idea.
Key I can list the facts I learn.
Details
I pay attention to information,
facts, and details in what I read,
and from text features in the
book.
I’m always sure to read and look
closely at text features.
Text
Fea- I have a good understanding of
tures how information from text fea-
tures fits with the rest of the in-
formation on the page.

I am curious about words and

what they mean.
Vocabu-
lary When I find words or phrases
that are new, I try to figure out
what they mean.

Writing about my reading helps

Writing me better understand.
About
Reading Writing about reading is some-
thing I do regularly.

Identify your three highest points:

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_____________________________________________________________________
_____________________________________________________________________

Identify your three lowest points:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 Based on your answer in the activity, how do you assess your reading habits?
_____________________________________________________________________________
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_____________________________________________________________________________

I. CONTEXT
Learning Competencies:
A. Describes a written text as a connected discourse;
B. Distinguishes between and among techniques in selecting and organizing infor-
mation; and
C. Distinguishes between and among patterns of development in writing across dis-
ciplines.

Values Integration: Competence

Enduring Understanding: Information in a written text can be selected and organized
to achieve a particular purpose.

II. EXPERIENCE
Prelection
Activity 1: Follow Me!
Directions: Read the erroneous paragraph carefully and accomplish the necessary correc-
tions using the standard American English grammar and mechanics rules. Kindly follow
the set of instructions given after the paragraph as your guide for annotation

In the Philippines, the next Presidential Elections will be at December

2022. So as early as now, the department of Labor and employment encourage all
individuals to exercise their right to suffrage. However, with everything that are
happening in the country rite now, 2021 (Aguinaldo) asserted that the youth,
among others, has the most powerful votes so they must already register once
they reach the age of 17. Aside from being the most populated group, the youth
must already carry the responsibility of helping the country shape it’s future as
there will be the one who will lead this country 10 or 15 years from now.

A. Place a question mark on top of the word/phrase that seems questionable to you.
B. Box all the grammar errors.
C. Underline the main idea of the paragraph.
D. Encircle a phrase that you agree with.
E. After reading this paragraph, write a one-sentence reflection on the margins of this paper.

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Concept Notes

Patterns of Development in Writing

1
Development by Description
The most commonly used method of paragraph writing. Its purpose is to present an image or a
picture. In this method, the writer should be able to draw things clearly in the minds of the read-
ers by the use of adjectives, so that the readers will be able to imagine what the writer has seen,
felt or has experienced. In order to be effective, a paragraph of description must show a careful
selection of ideas, an accurate choice of words and a logical order of details.

Key Points Example Paragraph

The following are key points to remember
in writing using the description method:
1. BE ALERT WITH YOUR SENSES.
Focus and commit yourself on the par-
ticular thing, place, person, or object
describe.
2. DECIDE WHICH SINGLE IMPRES-
SION YOU WILL EMPHASIZE. For ex-
ample, tidiness, peace, disorder, confu-
sion, tension, excitement, or gloom.
3. SELECT DETAILS that will help con-
vey the desired description.
4. PUT THINGS FIRST. The first detail
observed is the most striking or unusual
one. Arrange the less prominent details
in the order of observation. Select the
best details and drop the unpleasant
ones.
5. BE BRIEF, BUT ACCURATE.
6. USE VIVID, SPECIFIC WORDS.
Avoid overworking general words like
nice, fine, and lovely.
7. USE COMPARISONS.
8. USE TRANSITIONAL DEVICES AS
GUIDEPOSTS (phrases like on the right,
just beyond, in the distance).
Subway
by Gilbert Highet
Standing in subway station, I began to
appreciate the place—almost to enjoy it. First of
all, I looked at the lighting: a row of meager elec-
tric bulbs, unscreened, yellow, and coated with
filth, stretched toward the black mouth of the
tunnel, as though it were a bolt hole in an aban-
doned coal mine. Then I lingered, with zest, on
the walls and ceiling: lavatory tiles which had
been white about fifty years ago, and were now
encrusted with soot, coated with the remains of a
dirty liquid which might be either atmospheric
humidity mingled with smog or the result of a
perfunctory attempt to clean them with cold wa-
ter; and, above them, a gloom vaulting from
which dingy paint was peeling off like scabs from
an old wound, sick black paint leaving a leprous
white undersurface. Beneath my feet, the floor
was a nauseating dark brown with black stains
upon it which might be stale oil or dry chewing
gum or some worse defilement; it looked like the
hallway of a condemned slum building. Then my
eye traveled to the tracks, where two lines of glit-
tering steel—the only positively clean objects in
the whole place—ran out of darkness into dark-
ness above an unspeakable mass of congealed oil,
puddles of dubious liquid, and a mishmash of old
cigarette packets, mutilated and filthy newspa-
pers, and the debris that filtered down from the
street above through a barred grating in the roof.

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Development by Narration
The most difficult to write compare to other types. Similar to a descriptive paragraph, a narra-
tion is also spiced up with picture words so that it will not only appeal to the emotion of the read-
er, but also to his intellect. Its events must be arranged according to order of time or chronologi-
cal order and should be related. Transitional devices or aids such as first, second, then, finally,
etc., are used.

Key Points Example Paragraph

The following are key points to remember
in writing using the narrative method:
1. KNOW WHAT TO WRITE. Be sure
that you know what information you
need to give the reader.
2. DEVELOP A STRONG TOPIC SEN-
TENCE. Using one will make you effec-
tive in giving or illustrating a point.
3. CHOOSE YOUR MATERIALS. These
materials are events that you should
consider in your narration. Your choice
would be depending on the purpose in
writing.
4. ORGANIZE THE EVENTS. The read-
ers should be able to clearly picture in
their minds the sequence of events as
they happen. Show the beginning, mid-
dle, and ending of your narrative.
5. CONSIDER YOUR AUDIENCE. Do
you think your audience will need more
information to understand the part of
the story? Focus on their need.
6. USE DIALOGUE. This will result to a
more exciting narrative and more sus-
tained attention.
7. USE FIGURATIVE LANGUAGE. This
will give your narration more depth and
result to your readers’ or audience’s sat-
isfaction.
8. USE NARRATIVE DETAILS.
My Most Embarrassing Moment
by Tiffany Haggerty
The most embarrassing moment of my
sophomore year was how I earned my nick name,
Crash. It all started right after school when I
turned on to the busiest street by the school.
First, I pulled up right behind this truck at a
stop sign. After a second, a fellow older student
told me that I was really close and that I was go-
ing to hit the truck in front of me. At the mo-
ment I was trying to tell the kid that I was giv-
ing a ride to get back in the car because he was
hanging out the window. Since I was distracted,
I thought the long line of traffic had started to
move, but it hadn’t. In the blink of an eye, I hit
the back of the truck in front of me. The devas-
tation sunk in. I was so worried that I damaged
the truck, but all that I did was scratch his
bumper. Lucky for him! Then it came time to
look at my car. My car was ruined. The hood was
buckled, the front end was pushed back, and my
headlights were broken. Humiliated and scared, I
still had to drive my totaled care home. During
School that year, I never did hear the end of
what had happened that day.

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Development by
Comparison and Contrast
Comparison means explaining how things are similar to another; contrast explains what a thing
is not like. This type of development shows a person, animal, or thing mentioned in the topic
sentence resembles or differs from someone or something else.

Key Points Example Paragraph

The following should be observed in order
to make an effective comparison and con-
trast paragraph:
1. The comparison paragraph compares
two subjects and discusses how they are
alike and lists a few examples.
2. In the contrast paragraph, two sub-
jects are discussed as how they are dif-
ferent, again, listing a few examples.
3. There are two ways to write a para-
graph; first, there is the point-by-point
paragraph and there is the blocked para-
graph.
A. In the point-by-point, writing
back and forth between the two
subjects. First, talking about
topic A, then talk about topic B,
then right back to topic A and so
on.
My Hogs
by Kyla Marie Anfinson
Although I raised Marcee and Obbie from
puppies, they have completely diverse personali-
ties. Obbie is a six year old, male, toy Pomerani-
an whereas Marcee is a one year old, female, Bos-
ton terrier. Obbie is small and soft, unlike Marcee
who has bristly hair and is much bigger. Marcee
insists on sleeping on the bed, under the covers
every night. On the other hand, Obbie will only
sleep on the floor, under the bed. Obbie is tre-
mendously loyal and uptight; however, Marcee is
hyper and friendly to anyone she meets or sees.
Around other dogs, Marcee cowers to the larger
dog, yet Obbie will always stand his ground, nev-
er giving up until he is scolded. Given that they
were both treated the same way all their life, it is
hard to believe that they are so different in eve-
rything they do.

b. The block paragraph only dis-

cusses one topic and then finishes
the paragraph with another sub-
ject that is to be compared or
contrasted with the first.

5. Then the conclusion puts what you’re

comparing or contrasting together.

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Development by Cause and Effect
The writer explains how certain causes produce results or effects. This method is particularly
suitable for argumentation, exposition, and narration. A writer using this type may start from
the cause to the effect or from the effect to the cause.

Key Points Example Paragraph

The following are key points to consider
when writing a cause-and-effect para-
graph: Courage at a Cost
by Kyle Shearin
To show CAUSES
A. The first cause (second, third) Many people believe that the act of cour-
B. The first reason (second, age lies within each individual, and these acts of
third) courage can be brought out by three possible
C. Yet another factor causes. The first cause, and the most obvious, is
D. Because provocation. Often times this is seen in movies
E. Is caused by where the villain kidnaps and threatens to kill
F. Results from the hero's family. More often than not, the hero
finds it within himself to put aside his fears and
To show EFFECTS overcome near impossible odds to save the day.
A. One important effect The majority of the time it is direct threats such
B. Another result as this one that provoke human nature to acts of
C. A third outcome courage. The second cause is a purpose. In 2001,
D. As a result the Twin Towers fell to terrorist attacks. Mili-
E. Consequently tary enlistments reached all-time highs as many
F. Then, next, therefore, thus, so men and women joined the armed forces. For
many of these people, the prospect of serving
Avoiding Problems in Cause-and-Effect their country, and gaining revenge for the cow-
Writing ardice acts of the terrorists were the only reasons
• Do not oversimplify necessary for their courage. The third cause is a
• Do not confuse time order belief in a higher power. The presence of God
with causation gives many people the courage to do things they
• Do not confuse causes and would not be able to do otherwise. His words
effects play clearly in their minds," Be strong and of
good courage", because: "the lord thy god is with
thee whithersoever thou goest"(bible reference).
According to God and his followers, his presence
is enough cause for courage. For these people,
their courage knows no boundaries. Whatever
your inspiration for courage may be, you can just
about bet it was brought on by one of these three
underlying circumstances.

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Development by
Problem and Solution
This method presents problem or issue and a solution that can be done to solve the issue. This
should not be confused with cause and effect, although they always happen. The cause and ef-
fect do not give a solution to the problem, rather, it presents the effects of a problem.

Key Points Example Paragraph

You must avoid any and all vagaries and
stick to a specific problem with specific Drug Abuse
actionable steps:
Source: writefix.com

1. INTRODUCE THE PROBLEM. In Drug abuse is rife in many countries. Bil-

your introductory paragraph, You’re
going to carefully outline the problem.
2. MAKE THE READER CARE. Don’t
just describe the problem in bland defi-
nitions. You have to describe it from the
readers’ eyes. Introduce the subject in a
way that will make the reader take in-
terest.
3. OUTLINE YOUR SOLUTION. Once
you’ve drafted your introduction, it’s
time to dive into the body of the essay.
Depending on length requirements, you
might want to aim for three solid para-
graphs that discuss the solution.
4. PAINT A FINAL PICTURE. Now, it’s
time to bring the essay to a close. De-
scribe the next steps that must take
place immediately. Paint a vivid picture
of what the world would look like after
your practical solution has been imple-
mented.
lions of dollars are spent internationally prevent-
ing drug use, treating addicts, and fighting drug-
related crime. Although drugs threaten many so-
cieties, their effects can also be combated success-
fully. This essay looks at some of the effects of
drug use on society, and suggests some solutions
to the problem.
Drug abuse causes multiple problems for
countries and communities. The medical and psy-
chological effects are very obvious. Addicts can-
not function as normal members of society. They
neglect or abuse their families, and eventually re-
quire expensive treatment or hospitalization. The
second effect is on crime. Huge police resources
are needed to fight smuggling and dealing. Crimi-
nal gangs and mafia underworlds develop with the
money from drugs.
However, the menace of drugs can be
fought. Education is the first battle. Children
need to be told at home and in school about drugs.
People need to be aware of the effects so that they
can avoid this problem. A second approach is to
increase police manpower and create effective leg-
islation to stop dealers. However, the main target
should be the user. Families and counselors need
to talk to children and people at risk. Parents
need to look at their children and help them to
become responsible. Jobs are also needed to give
people a role in society.
In conclusion, although the problem of
drugs may seem impossible to eliminate, there are
concrete steps that can be taken to weaken the
hold of drugs on society. The danger from drugs is
too great to ignore.