RWS Lesson 2: Patterns of Development PDF

**LESSON 2: Patterns of Development in Writing across Disciplines** 1. **Narration** Writing a paragraph involves deep understanding of how one can achieve **well-focused and unified ideas** in a composition. A **[narrative text]** contains the plot which gives direction in makin...

**LESSON 2: Patterns of Development in Writing across Disciplines** 1. **Narration** Writing a paragraph involves deep understanding of how one can achieve **well-focused and unified ideas** in a composition. A **[narrative text]** contains the plot which gives direction in making a story. In developing narration, sequential presentation of events plays an important role. **[Signal words]** help to create unified thought and to show the transition of events to the next. This leads us to focus on the use of the action words in the story. It also helps to move the story and makes the story interesting. The [chronological ordering of events] helps to show the reader [how the story moves.] Most of the common transitional words are **first, next, then, after and suddenly.** +-------------+-------------+-------------+-------------+-------------+ | **Signal | | | | | | Words for | | | | | | Chronology* | | | | | | * | | | | | +=============+=============+=============+=============+=============+ | about, | before, | in the | prior to, | Tomorrow, | | after, at | during, | meantime, | second, | until, | | | first, | later, | soon, then, | when, | | afterwards, | eventually, | meanwhile, | till, today | yesterday | | as soon as, | finally, | next, next | | | | at | immediately | week, | | | | this/that | | presently | | | | point | | | | | +-------------+-------------+-------------+-------------+-------------+ 2. **Description** 1. **Objective description** - The writer presents impartial and [actual picture] of the subject [without biases] and excluding personal impression of the subject just like when you give your description of an experiment in class. 2. **Subjective description** - The writer gives [personal impression] of what is observed. - For instance, when you are asked to write about a place you visit during summer vacation, you tend to give your personal judgment of how you experience the place. - This is often used in making fiction stories. **Signal words for Spatial Pattern or Visual Description** --------------------------------------------------------------- ------------------------------------------------------------ ---------------------------------------------- ----------------------------------------------------- ------------------------------------------------------------------- above, across, adjacent to, against, along, alongside, amidst around, away from, back of, behind, below, beneath, beside between, beyond, by, down, farther, here, in in front of, inside, into, near, off, on, on top of onto, opposite of, outside, over, throughout, to the right, under 3. **Definition** - Provides [concise but exact meanings] of unfamiliar words and explain special meanings for familiar words. - They are often used to explain [technical words and concepts]. - What to define always depends on the needs of the reader and the purpose of communication. **Two Distinct Methods of Definition:** 1. **Informal definition** - is either **denotation or connotation**. - **[Denotation]** is the [dictionary meaning] of the word. - **[Connotation]** is the [secondary meaning] of a word and not necessarily included in the dictionary. Rather it is [how a writer understands a word] based on their own personal or consensual experiences. - Denotation: Rose is a family of prickly shrub with pinnate leaves and showy flowers. - Connotation: A dozen of pink roses is usually given to their beloved ones. - Instead of literally referring to flowers, love and romance are connoted. 2. **Formal definition** consists of **three principal parts**: the **species (WORD) + Genus (CLASS) + Differentiae**. The [WORD] is the name of the object, process, or concept defined. This is usually followed by "is" and "are" and the [CLASS] or general group to which the objects belongs. - For example: *Skimming* (species) *is a reading technique* (class) *of allowing the eyes to travel over a page very quickly, stopping only here and there to gain an idea* (differentiae). - *another example to analyze:* Bimetals are components made up of two separate metallic units, each occupying a distinct position in the component. Bimetal rods or wires (also called clad metal, duo- or dual-metal) are made of dissimilar metals. The rod core a cylindrical body made of one metal, is surrounded by a concentric, cylindrical sleeve of another metal. Some fibrous metals may also be regarded as bimetallic; for example, rods made by unidirectional solidification of some eutectic compositions containing a metallic (or nonmetallic) compound of fibrous filaments embedded in an almost pure metallic matrix. The structure of present-day Nb-SN superconducting core can be even more complex. It is multimetallic-containing more than two dissimilar metals. The two elements of a bimetallic product are usually intimately interlocked, so that they function in unison. **Signal words for Definition** --------------------------------- ------------------ -------------------------- is defined as, as defined means, refers to to define, to illustrate 4. **Exemplification and Classification** - As you unravel the unique patterns of development in writing Exemplification and Classification paragraphs and how to incorporate them in your own writing, you must first begin to learn how to identify the basic parts of these patterns - **topic sentence**, **classifications** (types, categories), **examples** (illustrations) and **transitional expressions.** - **Exemplification** (or illustration) - The writer develops a general statement - the topic sentence, **[with one or more examples]** to support it. Here are some **transitional expressions** in writing effective exemplification paragraphs: **for instance, namely, to be specify, to clarify, to illustrate, for example, in short, as an example**. - **Classification** is used when a writer needs to sort out or arrange groups or categories [based on their common and shared characteristics.] Here are some **transitional expressions** in writing effective classification paragraphs: **classified as, one kind, the last group, another kind, another, final type, the first category, are categorized as, the next part.** 5. **Comparison and Contrast** - **Comparison** in writing discusses elements that are **[similar]** while in writing **contrast** discusses elements or ideas that are **[different].** - A compare-and-contrast essay **[analyzes two subjects]** comparing them, contrasting them, or both. However, its purpose is not to simply state the obvious but rather to illustrate subtle differences or unexpected similarities between two subjects. - As a writer, you should help the readers see how these two ideas are similar or different by showing them its advantages and disadvantages so they are able to weigh the pros and cons before they make judgment or decision. - Examples: **Two ways to organize comparison/contrast paragraph or essay:** 1. **Block Method-** You may begin by saying everything you have to say about the first subject you are discussing then move on and write everything about your second subject. - If you are writing a short paragraph or essay, you might be able to fit all of your points about each item. - Example:  2. **Point-by-point comparison**- addresses [one subject at a time]. - Example: Some **cohesive devices** you can use in showing **similarities are likewise, similar to, same with, like, in the same manner**. To **show contrast**, cue words such as: **on the other hand, however, while, different with, in contrast and the like.** 6. **Cause and Effect** \- This is a text development pattern which explains why something happens. \- It also states what results a particular event produces. \- It usually gives a statement emphasizing the cause and another emphasizing the effect. - The following guide questions can be used for cause-effect development: Why did it happen? What caused it? What does it cause? What are the effects? How is it related to something else? Further, in developing your texts you can use **signal words** like ***as a consequence of, as a result of, because, because of, now that, since*** to express cause while ***accordingly, consequently, hence, so, therefore,*** and ***this resulted in*** to signify effects. 7. **Problem-Solution** A problem/solution essay presents a problem, usually discussing several aspects of the problem, then concludes by discussing solutions to the problem. The problem may be addressed in the following ways: +-----------------------------------+-----------------------------------+ | **Effects only** | Describe the problem only in | | | terms of its effects. | | | | | | Use examples. | +===================================+===================================+ | **Causes and effects** | Outline the causes of the | | | problem. | | | | | | Discuss solutions in terms of | | | preventive measures. | +-----------------------------------+-----------------------------------+ | **Extended example** | After a topic sentence, | | | illustrate the problem by using | | | an extended example (through a | | | story or an anecdote from your | | | introduction). | +-----------------------------------+-----------------------------------+ The solutions may be presented in various ways and you have to think about which way would be the most appropriate for the particular problem you are discussing. Here are some ways to present solutions: +-----------------------------------+-----------------------------------+ | **Preventive measures** | Ways to prevent the problem | | | from occurring in the first place | | | | | | For example: How to prevent | | | Covid- 19 | +===================================+===================================+ | **A series of steps** | Suggest the easiest and most | | | obvious solution first, but if | | | that doesn't work, try something | | | else, etc. | | | | | | For example: if you have a | | | neighbor who does not wear mask | | | nor practice social distancing, | | | you might first talk to him/her; | | | if that doesn't work, arrange for | | | a mediator; etc. (a last resort | | | might be to call the police). | +-----------------------------------+-----------------------------------+ | **Advice** | Give some advice and helpful | | | hints. | +-----------------------------------+-----------------------------------+ | **A choice of solutions** | Include solutions that have | | | already been tried, have been | | | unsuccessful, and new solutions | | | which you are proposing. | +-----------------------------------+-----------------------------------+ The following **transitional devices** can also help you develop your text. +-----------------------+-----------------------+-----------------------+ | **Introduction** | **Middle Section/ | **Conclusion** | | | Body** | | +=======================+=======================+=======================+ | Nowadays... | For instance... | In conclusion... | | | | | | It is a common | Such as/like... | To conclude... | | trend that... | | | | | Namely... | To sum up... | | Society is becoming | | | | increasingly | | | | concerned about... | | | +-----------------------+-----------------------+-----------------------+ 8. **Persuasive** - Persuasive text can be in the form of an [argument, discussion, exposition, review or even an advertisement. ] - In developing your own persuasive text, a writer must first state the **issue**. This will serve as a background information about the topic. Then, it should be followed by a clear, strong and specific argument. - An **[argument]** is one's claim or position that can either support or reject the issue previously stated. - Arguments shall be supported with a [**well-researched** **evidences**], which will give details on how and why it supports the argument. - Evidences can be [factual, logical, statistical or anecdotal] in nature. It can also explain counter-arguments not because the writer wants to prove which claims are wrong or right but to enlighten the readers about other positions. - Lastly, a conclusion restating the main argument of the text will be the end of the text. This will be your final statement to persuade your readers. - Some guide questions in constructing a persuasive text include: What is the issue? What is your position or opinion? What is the opposing position/opinion? What are some reasons for your position/opinion? What are some cases or examples that support this? +-----------------+-----------------+-----------------+-----------------+ | **Signal Words | | | | | for Emphasizing | | | | | a Point** | | | | +=================+=================+=================+=================+ | Again, for this | In that case, | To emphasize, | Truly, with | | reason, in fact | indeed | | this in mind | | | | to repeat | | +-----------------+-----------------+-----------------+-----------------+ **Signal Words for Concluding and Summarizing** ------------------------------------------------------ --------------------------------------------- --------------------------------------------------------------------- -------------------------------------------------------------------- Accordingly, all in all, as a result, as I have said Consequently, due to, finally, in any event In brief, in conclusion, in short, in summary, therefore, to sum up Inevitably, on the whole, since, thus, in essence, in the nutshell **Signal Words for Conceding a Point** ------------------------------------------- -------------------------------------------- ---------------------------------- ----------------------------------- Admittedly, assuredly, certainly, granted It is true that, needless to say, no doubt Obviously, of course, to be sure True, undoubtedly, unquestionably **Properties of a Well-Written Text** 1. **Organization** A well-organized piece of writing is **[not only clear but also logical and aesthetic]**. Existence of organizational markers and coherent flow of ideas are typically the focus in evaluation of writing (Dayagbil 2016, 63-64). In writing a story or an essay, it is necessary for students like you to identify **[the sequence of events from the beginning to the end]** because a strong organization comprises proper paragraphing and logical order of presentation of ideas. You are introduced to this lesson by sequencing events to help you understand how to organize your understanding of the text or story, then later, to apply it in your own composition. 2. **Coherence and Cohesion** Coherence and cohesion are two basic features that facilitate **[textual continuity]**. Basically, coherence refers to the rhetorical aspects of your writing, which include developing and supporting your argument (e.g. thesis statement development), synthesizing and integrating readings, organizing and clarifying ideas. ----------------------------------------------------------------------------------------------------------- **Coherence** means the **[connection and organization of ideas]** in a text to create unity. ----------------------------------------------------------------------------------------------------------- To achieve coherence, every good paragraph must have UNITY or oneness of idea. Sentences in a paragraph are unified and directed by a topic sentence. On the other hand, **cohesion** in writing means **[unifying ideas by binding words, phrases, sentences and paragraphs]**, thus, show relationships and smooth "text flow". --------------------------------------------------------------------------------------------------------------------------------------------------------------- While coherence focuses on the overall (macro) structure of the essay, **cohesion** is more specific. It pays attention to links between words and sentences. --------------------------------------------------------------------------------------------------------------------------------------------------------------- To achieve good cohesion, you need to know how to use cohesive devices, certain words or phrases that serve the purpose of connecting two statements, usually by referring back to what you have previously written or said. Here is a chart of the transitional devices (also called conjunctive adverbs or adverbial conjunctions) accompanied with a simplified definition of function. Addition again, also, and, and then, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too ----------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- comparison also, in the same way, likewise, similarly concession granted, naturally, of course Contrast although, yet, at the same time, but at the same time, despite that, even so, even though. for all that, however, in contrast, is spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, still, though emphasis certainly, indeed, in fact, of course example/ illustration after all, as an illustration, even, for example, for instance, for conclusion, indeed, in fact, in other words, in short, it is true, namely, specifically, that is, to illustrate, thus, truly summary all in all, altogether, as has been said, finally, in brief, in conclusion, in other words, in particular, in short, in simpler terms, in summary, on the whole, that is, therefore, to summarize 3. **Language Use** - Writing is a rigorous activity. No matter how good and substantial the content of a document is, if it's not carefully written as to how you, as the writer, would like to present it to your readers, your purpose will not be served wisely. - Hence, you have to bear in mind that aside from considering the organization of your ideas and the coherence and cohesion of your sentences and paragraphs, you also have to regard the ***style, tone and clarity*** of your writing. - On this note, you are responsible to choose the appropriate language to be used and to regard the objective of the writing, the context in which it was written and the target audience in mind. - **Five major issues with appropriate language that should be avoided** in an effective and well-written text, as identified by (Purdue Online Writing Lab 2020): - ***First***, the **formality of the language** one uses should depend on how formal the situation is and [how the writer and the reader are related to one another]. - ***Second***, **jargons or specialized language** [**used by groups of individuals in** **the** **same field**], should only be used if the target readers belong to the same group. - ***Third,*** [slangs and idioms should be avoided]. **Slangs** are words, phrases, or [expressions that do not literally mean what they express] (like "frenemy" to describe someone who is both a friend and an enemy. **Slang** is vocabulary that is **used between people who belong to the same social group and who know each other** well. Slang is very informal language. It can offend people if it is used about other people or outside a group of people who know each other well. We usually use slang in speaking rather than writing **Idioms** or expressions whose **[meaning is different from the meanings of the individual word it contains]** (like "to kill two birds at one stone", which means to get two things done with a single action. - ***Fourth,* [euphemisms]** [or words that veil the truth shall also be avoided.] Examples of which are "vertically challenged" for someone who is short; "passed away" instead of died, and other deceitful language. ***\***Our purpose in writing is to make the reader better understand the text thus, we need to make our writing straightforward*. Be specific and direct to the point to avoid confusion. *\*For euphemisms, use the word **"short"** instead of **"vertically challenged"*** *Use the word **"died"** instead of **"passed away"*** - ***Fifth,*** [avoid using any biased language] including those associated with any racial, ethnic, group, or gender. Hence, **[an effective language can be characterized as]**: Concrete and specific, not vague and abstract Concise, not verbose Precise and clear, not obscure Constructive, not destructive Appropriately formal, not slang 4. **Mechanics** Generally, is essential in all types of writing because mechanics it describes **the technical aspects of writing**. It also serves as a road sign to guide learners like you on how to use words appropriately in terms of conventions such as **spelling, punctuation, capitalization, and others.** Consider this example: +-----------------------------------------------------------------------+ | I can never forget my class last school year because they were so | | active and responsible in class they always worked together well in | | doing their assignments performing group and individual tasks | | submitting their projects on time keeping the classroom spic and | | span. | | | | They are worth remembering for everything that they did inside and | | outside the campus they always helped one another they seldom got | | themselves in conflict with anyone in the class. | +-----------------------------------------------------------------------+ It is apparent that the above example is quite difficult to read because of the lack of two important conventions: punctuations and capitalization. In addition, you cannot easily understand the message it sends across its readers. If we put appropriate punctuations, it could be read in this way: +-----------------------------------------------------------------------+ | My class is worth remembering. They were so active and responsible. | | They always worked together well in doing their assignments, | | performing group and individual tasks, submitting their projects on | | time, and keeping the classroom spic and span. | | | | Everything that they did inside and outside the campus was worth | | remembering. They always helped one another. Also, they seldom got | | themselves in conflict with anyone in the class. | +-----------------------------------------------------------------------+ The second paragraph is easier to read and understand. Through applying proper mechanics in writing, you can facilitate better transfer of message in your written text. You will never be lost as long as you keep in mind and follow the basic rules of subject-verb agreement, capitalization, punctuations, paragraphing, and even spelling.