SELF LEARNING HOME TASK (SLHT)

Subject: Reading and Writing Grade Level: 11 Quarter: 3rd Week: 1 and 2

MELC: Compare and contrast patterns of written texts across disciplines (EN11/12RWS-IIIa-1)
Name: Section: Date:
School: District:
A. Readings/Discussions
Use of strategies in selecting and organizing information like brainstorming,
using graphic organizers, and outlining facilitates cognitive processes and improves
comprehension. As vital tools for active learning and deeper understanding of content,
it is important to be able to break down bigger ideas into smaller, simpler
representations that are easily comprehensible. The following are some techniques
that aid in selection, organization, and retention of concepts and their relations.

1. BRAINSTORMING – Brainstorming is a technique to generate ideas within a

group or individual setting. It provides a quick means for tapping the ideas and
concepts of an individual or of a group then helps establish patterns and
develop relationship among these concepts. Tools in brainstorming:

a. Idealist - Start by listing down broad topics then go on by identifying

related, narrower topics.

Topic Narrower Topic Even Narrower Topic

Global health COVID-19 global Effects of COVID-19 in
issues pandemic business and economy,
travel and tourism,
education
b. Concept map – Begin by writing the main concept at the middle and then
adding more branches for its subtopics. Explore more topics by adding more
branches.

Tiredness
Prevention Symptoms
Wash hands
often COVID-19
Keep safe Fever Dry cough
Stay home distance

2. OUTLINING – Outlines serve as a road map or blueprint when writing. It helps

organize the ideas as it shows the hierarchical relationship or logical ordering of
information. There are two ways to write your outline:
a. Topic outline – uses words or phrases as headings, without punctuation
b. Sentence outline – uses full sentences
There are four principles in creating an effective outline:
a. Parallelism – putting the words in the same grammatical order (parallel
grammatical structure)
b. Coordination – arranging ideas according to their value or importance; ideas
of the of the same relevance or value are labeled in the same way;
c. Subordination – arranging ideas in levels of significance: major and minor
d. Division – separating the kinds of points you are making by using a
consistent basis of division and distinction.
Format of a traditional outline: Example of a topic outline:

Thesis: Thesis: Effects of COVID-19

I. (Main Idea 1) I. Economy
A. (Supporting Detail 1) A. Travel and tourism
1. Sub-detail1 1. Suspension of domestic
2. Sub-detail2 and international flights
B. (Supporting Detail 2) 2. Closure of hotels and resorts
1. Sub-detail1 B. Business
II. (Main Idea 2) 1. Closure of business establishments
A. (Supporting Detail 1) II. Education
1. Sub-detail1 A. Adoption of alternative delivery modes
B. (Supporting Detail 2) 1. Transition to online or blended learning
1. Sub-detail1 B. Change in academic calendar

3. USING GRAPHIC ORGANIZERS – Graphic organizers are visual and

4. graphic displays that show the relationships among concepts or ideas. There are
many different kinds of graphic organizers depending on the type of information
being organized. Some are given below:

ACTIVITIES

ACTIVITY 1. Using Brainstorming Tools

1. The World Health Organization reports that the healthcare system in the
Philippines is “fragmented” (WHO, 2018). An unequal access to health care
services are experienced by the poor. Create an idea list of ways on how the
government could reduce health inequities and provide more access to quality
healthcare services among the poor and disadvantaged group.
2. You are planning to write an essay about the most urgent health-related
concerns in your barangay. This as the main topic, create a concept map that
illustrates the causes, effects and preventive measures against every concern
identified.

ACTIVITY 2. Outlining and Using Graphic Organizers

1. With Mental Health during the Pandemic as the main thesis, create a topic
outline that has this three main ideas: nature and importance of mental
health, symptoms of failing mental health, and strategies in protecting one’s
mental health during the pandemic.
2. Using any graphic organizers, make a visual representation of how
important getting reliable information is during the pandemic and how to
acquire them.

Directions: Match the items in column A with the given descriptions in column B.
____ 1. Brainstorming A. A principle of separating ideas using a consistent
____ 2. Graphic organizers distinction
____ 3. Outlining B. Process of generating ideas from an individual or group
____ 4. Parallelism C. A method usually used in writing to categorize points
____ 5. Subordination and organize paragraphs
D. A principle in arranging ideas based on their
level of significance
E. Tool used in visually representing ideas
F. Use of same grammatical form of words

Patterns of Development in Writing

You will distinguish between and among patterns of development in writing
across disciplines specifically:
Narration Description
Definition Cause and Effect
Process Analysis Comparison and Contrast
Problem and Solution
PRETEST

Directions: Match the patterns of development in column A with the phrases or

signal words commonly associated with them in column B.

___ 1. in the same way, unlike

___ 2. refers to, it means that
___ 3. meanwhile, before
___ 4. adjacent to, in front of
___ 5. for the reason that, due to
(the fact)

A. Cause and effect

B. Description
C. Definition
D. Sequence
E. Comparison and Contrast
F. Narration
 BRIEF INTRODUCTION

As a writer, it is important to arrange your ideas in a text according to your

purpose in writing. Are you narrating an event, showing cause and effect, defining a
term or comparing or contrasting items? Your purpose suggests a method of
organization or logical arrangement known as the pattern of development. It could
be a way of logically organizing the whole text or a just an individual paragraph.
DISCUSSION

There are different patterns by which ideas are developed. Some of the major
ones are discussed below:
1. Narration – refers to a sequential telling of a story or recounting of a series
of events
2. Definition - Explains an idea, term or phrase using distinguishing
characteristics or synonyms. It is used to set working generalizations that
help control the meaning and scope of important terms or ideas (Perelman, et
al., n.d.)
3. Description – similar with narration for having many specific details,
description “emphasizes the senses by painting a picture of how something
looks, sounds, smells, tastes, or feels. Description is often

used to establish a mood or atmosphere” (Bedford, Freeman and Worth, 2019,

p.2).
4. Comparison and contrast – compares two things to highlight their subtle
similarities and differences. The author's intent is to describe a connection
between two things by showing their distinguishing and shared attributes
(Bohaty, 2015).
5. Sequence – describes steps, events, processes, or procedures. There are three
types of Sequence: steps, timeline, and cycle. Regardless of the type, the author is
putting information in an order (Bohaty, 2015, p. 40).
6. Cause and effect – shows the linkage of causation – how events are influenced or
caused by another. “The author's intent is to tell us how an event always leads to
an outcome. The event is the cause and the outcome is the result. The
relationship is between the cause and the effect” (Bohaty, 2015, p. 40).
7. Problem and solution - divides information into two main sections, one that
describes a problem and one that describes a solution. Here, the author’s intent
is to discuss or propose a solution to a problem. The relationship between the
problem and the solution is explored (Bohaty,
2015).
Reference; Bohaty, J., et al. (2015) Text Structure Strategies for Improving Expository
Reading Comprehension.
Retrieved from:
https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1590. 14 July
2020

ACTIVITIES

1. Read additional notes on patterns of development or text structure in the

following sites. Make sure to read the given sites and be ready for an online
discussion facilitated by your teacher:
a. Text Structure Strategies for Improving Expository Reading Comprehension
https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/trtr.1590
b. Paragraph Development
http://www.mit.edu/course/21/21.guide/para-dev.htm
 c. Patterns of Organization
http://faculty.washington.edu/ezent/impo.htm#PSP
2. Look for text or paragraphs from old newspapers or magazines that employ the
patterns of development discussed. Provide one example for every pattern and
label each one. Make a clipping and paste it on a separate sheet.
3. Write a minimum of one paragraph employing each of the text structures
discussed (one pattern, one paragraph). Be guided by the following prompts:
a. Narration – narrate how you prepared for the opening of classes this year
b. Definition – make a definition of the different classifications of
community quarantines in the Philippines
c. Description – describe how COVID-19 affected the mobility of people

d. Comparison and Contrast – note the similarities and differences in the

local educational setup before and after the global pandemic
e. Sequence – explain how to properly wash your hands following the
guidelines of the authorities like WHO and DOH
f. Cause and Effect – note the possible reason behind the continuous
increase of COVID-19 cases in the country
g. Problem and Solution – What are some problems in modular and blended
learning approach in education? Propose possible solutions for each.

CHECK YOUR UNDERSTANDING

Answer the following briefly and concisely on a separate sheet of paper.

Why is it important for students to learn how to comprehend and write
according to text structure/ pattern of development?
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POST-TEST

Answer the following briefly and concisely on a separate sheet of paper.

Define each of the patterns of development discussed and give
appropriate topics you may write using each one.

__________________________________________________________________________________
__________________________________________________________________________________
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 References:

Electronic Resources
https://www.slideshare.net/aliciamargaretjavelosa/properties-of-a-
wellwritten-text-reading-and-writing
https://www.slideshare.net/KatrinaClaireLandich/properties-of-a-well-
written-text-88147656
https://www.sjsu.edu/aanapisi/docs/patriciaalbers.pdf
http://www.free-short-stories.org.uk/very-short-stories/the-hare-and-
the-tortoise.htm
http://salvadori.blogspot.com/2009/03/exercise-on-connectives.html?m=1

Acknowledgements

Writer: Sedfrey Aldrich Obar, Master Teacher II

Editor: Dr. Roniko C. Natividad, Master Teacher II
Reviewer: Vicente M. Victorio Jr.-EPS
Management Team: Maria Magdalena M. Lim-Schools Division Superintendent-Manila, Aida
H. Rondilla-Chief Education Supervisor Lucky S. Carpio-EPS and Lady Hannah C
Gillo, Librarian II-LRMS