Patterns of Development in Writing

 A text there is always an interaction between the text and the reader. This means that reading and
writing skills reinforce and strengthen each other. They are both essential academic and life skills.
 Therefore, it is correct to say that text becomes a connected discourse when we read, for discourse is
derived through the reader’s interaction with the text.
 The texts in the paragraphs or essays must be comprehensive. This means that there must have logical
arrangement of ideas or pattern of development. This pattern helps sort out information and shape
these paragraphs or essays.

1.Narration
It tells a story. It relates an incident or a series of events that leads to a conclusion or ending. The following
are some transition words used to signal time or sequence: first, second etc., after, next, then, eventually,
meanwhile, short time later, during, at the same time, simultaneously, suddenly, instantly, momentarily.

2.Description
It gives information of what a person, an object, a place, or a situation is like. It appeals to the reader’s
senses; it makes the reader see, hear, taste, smell, or feel the subject. A descriptive paragraph has concrete
and specific details, which are carefully chosen by a writer to paint a picture in the mind of the reader.
Literary analyses, descriptive essays, business plans, lab reports, and research papers are some examples of
writing genres that use descriptive paragraphs. The signal words are: above, across, along, alongside,
amidst, around, away from, back of, behind, below, beneath, beside, between, beyond, by, down, farther,
here, in front of, inside, into, near, off, on top of, opposite to, outside, over, throughout, to the right, under.

3.Definition
This pattern explains a concept, term, or subject. Its main purpose is to tell what something is. It consists of
three parts: 1) the term concept, or subject to be defined; 2) the general class to which it belongs, and 3)
the characteristics that differentiate it from the other members of its class. This pattern is commonly used in
sciences, humanities, and business. The signal words are is defined as, as defined, means, refers to, to define,
to illustrate.

4.Exemplification
This pattern is one of the most common and effective ways to show or explain an idea or point (observation,
opinion, belief). In this pattern of development, the main idea is explained by giving an extended example
or a series of detailed examples. Argumentative and exemplification essays, feature articles, reviews, reports,
and case studies often use examples to prove a point. The signal words are after all, as an example,
consider the following, for example, for instance, in other words, in particular, in short, namely, put another
way, specifically, stated differently, that is, to be specific, to clarify, to illustrate.

5.Comparison and Contrast

This pattern organizes ideas based on how events, places, people, things, and concepts are similar to or
different from one another. There are two ways on how ideas can be arranged: separately which involves
describing one item first followed by the second item; or side -by- side, which means discussing both items
based on each point of comparison. The signal words for comparing are also, as, both, equally, in similar
fashion, in comparison, in the same way, like, likewise, similarly, to compare, while the signal word for
contrasting are although, and yet, as opposed to, but, conversely, counter to, despite, even so ,even
though, in contrast, in spite of, in the meantime, instead, however, nevertheless, nonetheless, on the
contrary, on the other hand, otherwise, still, the fact remains, unlike, whereas, yet.

6.Cause and Effect

This pattern of development organizes details based on the cause, the reasons, and the result or
consequences of a certain phenomenon. This may discuss both the causes and effects, the causes only, or
the effects only. The signal words for causes are as, because (of the fact), being that, due to (the fact that),
for, for the reason that, in that, in view of (the fact), in as much as, one reason, owing to (the fact, seeing
that, since. The signal words for effects are accordingly, as a consequence, as a result (of this), because (of
this), consequently, for this reason, hence, in consequence, so, so much(so) that, so that, therefore, thus.

7.Process Analysis
This pattern is a discussion of the steps one must take to achieve a particular end. Some process analysis
writing is intended for an audience that needs to learn how to perform a process themselves. Process
analysis writing is informative rather than instructional. One example is how to resolve COVID 19 crisis. The
steps in a process happen in a sequence, thus presented in a chronological order. To indicate this, the
following word signals are used: first, second, then and finally.

8.Division and Classification

This pattern organizes ideas into categories or divisions based on criteria and standards. This can be used
when classifying people, objects, events, things, places, and other items. It is to clearly define something
and place it in a group according to some basis or rule. Here are the word signals for this pattern: another,
another kind, classified as, final type, one kind, first category, the last group, the next part.

9. Problem-Solution
This pattern has two parts. They are the problem and the solution. The writer presents the problem and some
facts or reasons why it is a problem. The closing statement or conclusion highlights the connection between
the problem and the solution. These are word signals for this pattern: but, first, second etc. nonetheless,
one reason for the, one solution is, one way is, the problem, the solution.

10.Persuasion
A persuasion paragraph intends to convince readers to do or believe in something. Many writing genres
such as critiques or reviews, reaction papers, editorials, proposals, advertisements, and brochures make
strong use of persuasive paragraphs to state opinions and to influence others. Knowing how to write it allows
you to express your personal conviction or opinion about an issue or topic and make the readers agree with
or adopt your conviction or opinion. Paragraphs become convincing when evidences are stated. To
illustrate your points, it is helpful to use signal words such as first, second etc., another, next, last, finally,
because, since, for and although when you want to give reasons. In answering oppositions, the words such
as of course, nevertheless, on the other hand, some may say may be used while therefore, hence,
consequently and thus are appropriate words when you want to draw conclusions.

Identify Claims Explicitly or Implicitly Made in a Written Text

 Making CLAIMS are an essential part of writing essays, reviews, research papers, theses, and other
academic papers.
 According to the Cambridge Dictionary, making a claim means “to assert something in the face of
possible contradiction.”
 Meanwhile, the Merriam-Webster Dictionary defines claims as a statement of a fact, and to “insist
something to be true.” The synonyms for the verb claim include “argue,” “contend,” and “declare.”
 When writing, these claims and arguments that you are trying to make serve as an anchor which moves
your thoughts forward. Without them, your writing would only be describing things instead of offering
points of view.
 Many types of writings need to be substantiated by claims like book reviews, editorials, columns,
position papers, researches, and many more. However, making claims in a written text cannot be done
easily.
 Effective claims can only be made if it is backed up by evidences. Overly broad claims, especially
those that are unsupported by facts, are not likely to convince readers.
 Written texts typically feature one of these three types of claims: CLAIMS OF FACT, CLAIMS OF POLICY,
and CLAIMS OF VALUE.
Identifying the Context in which a Text was Developed
 Writing does not exist in a vacuum.
 This means that when people engage in writing, what they write about and how they write it is
influenced by many factors, including their personal circumstances, experiences, educational
background, beliefs, socio-political events, as well as their target audience and expectations about
their response.
 All of this is known as the CONTEXT of a given text. For example, journalists write about current events
while historians write about noteworthy personalities and happenings from the past.
 The HYPERTEXT system enables users to click on a particular link to obtain more information on another
web page either on the same website or in another website anywhere.
 Meanwhile, an embedded link created through the hypertext system is called a HYPERLINK.
 Derived from the field of literature, the concept of INTERTEXTUALITY emphasizes that texts can be better
understood in relation to or in the context of other texts. This is an acknowledgment that all texts are
based on or at least have been influenced by previously-written works. This influence can be seen
through similarities in style, content, among others.

Properties of a Well-Written Text

 Reading instruction is most effective when intertwined with writing instruction and vice versa, according
to recommendations from English/Language Arts professional organizations. Research has found that
when learners read broadly, they become better writers. Reading a variety of genres helps learners
learn text structure and language that they can then transfer to their own writing.
 Likewise, one of the primary reasons why we read is to learn, especially when we are still in school, a
major portion of what we know comes from the texts we read. Since writing is the act of transmitting
knowledge in print, we must have information to share before we can write it. Hence, reading plays a
major role in writing. This shows that both link to one another.
 Because reading is a cognitive process of decoding symbols to derive meaning from a text there is
always an interaction between the text and the reader. This means that reading and writing skills
reinforce and strengthen each other. They are both essential academic and life skills.
 Therefore, it is correct to say that text becomes a connected discourse when we read, for discourse is
derived through the reader’s interaction with the text.
 The texts in the paragraphs or essays must be comprehensive. This means that there must have logical
arrangement of ideas or pattern of development.
 Knowing the pattern to use is not enough, the writer must consider the properties of a well-written text.
These properties show the interplay of both the physical aspects of organization and deeper textual
aspects.
 These properties that are highly valued in writing are organization, coherence and cohesion, language
use and mechanics.

Hello! I have provided here some readings which might help you review for the upcoming exams.
Remember to review not only the information from this reviewer but also the notes we’ve had during the
class session proper.

Good luck to your exams and just in case you needed to clarify few things, my lines are open.

Love,
Ma’am Jah :)