Reading and Writing Skills

Quarter 3 – Module 1:
Patterns of Development in
Writing across Disciplines
Read before you start reading and answering the parts of this module.

Schedule of Parts of Module to be Answered Weekly

Date Parts
 What I Know
August 24, 2020  Lesson 1 – Narration
 Lesson 2 – Description
 Lesson 3 – Definition
August 31, 2020  Lesson 4 – Exemplification/Classification

September  Lesson 5 – Comparison and Contrast

7,2020  Lesson 6 – Cause and Effect
 Lesson 7 – Problem-Solution Essay
September 14,
 Lesson 8 – Persuasion
2020
 Assessment

Note: In answering the all activities write your answer on your answer sheet.

Subject Teacher:

MARJORIE O. NAZARENO
Contact No. : 09382525505 (TNT) 09567480335 (Globe)
E-mail: [email protected]/ FB – Nazareno Marjorie

Reading and Writing

i
Alternative Delivery Mode
Quarter 3 – Module 1: Patterns of Written Texts across the Disciplines
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Faye Maida Llagas, Rosalina C. Castañeda, Charisel Jeanne H. Casala, Ana Rose I. Colarina,
Maria Monica M. Angeles, Emerson T. Armero, Romel S. Ladislao
Editors: Shiela Niña L. Rea-Santes, Orven Francis G. De Pedro, Desiree D. Vista, Jayson B. Agarin
Reviewers: Rex D. Bibal, Susana J. Sacatrapos, Loui Grace G. Margallo, Laila R. Maloles, Jonathan H.
Marquez, Jhonathan S. Cadavido
Illustrators: Rhodora B. Crisologo, Jayson K. Latade
Layout Artist: Victoria P. Gabiano, Mark Joseph O. Torres
Management Team: Wilfredo E. Cabral
Job S. Zape Jr.
Eugenio S. Adrao
Elaine T. Balaogan,
Daisy Z. Miranda, Doris DJ. Estalilla
Buddy Chester M. Repia, Elvira B. Catangay
Vincent Emmanuel L. Ilagan, Edna F. Hemedez
Henry P. Contemplacion, Jackie Lou A. Almira

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]

ii
 Reading and Writing
Skills
Quarter 3 – Module 1:
Patterns of Development in Writing
across Disciplines

iii
Introductory Message
For the facilitator:
Welcome to the Grade 11 Reading and Writing Skills Alternative
Delivery Mode (ADM) Module on Distinguishing between and
among Patterns of Development in Writing across Disciplines!
This module was collaboratively designed, developed and
reviewed by educators both from public and private institutions
to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in
schooling.
This learning resource hopes to engage the learners into guided
and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed
21st century skills while taking into consideration their needs and
circumstances.
In addition to the material in the main text, you will also see this
box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.

As a facilitator you are expected to orient the learners on how to

use this module. You also need to keep track of the learners'
progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:
Welcome to the Grade 11 Reading and Writing Skills Alternative
Delivery Mode (ADM) Module on Distinguishing between and
among Patterns of Development in Writing across Disciplines!
4
The hands are one of the greatest assets of the human body. No
other beings in the world has hands that can grasp, hold, move,
and manipulate objects like human hands. Through our hands,
we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant and essential
competencies and skills at your own pace and time. Your
academic success lies in your own hands!
This module was designed to provide you with fun and
meaningful opportunities for guided and independent learning
at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need This will give you an idea of

to Know
the skills or competencies
you are expected to learn in
the module.
What I Know This part includes an activity
that aims to check what you
already know about the
lesson to take. If you get all
the answers correct (100%),
you may decide to skip this
module.
What’s In This is a brief drill or review
to help you link the current
lesson with the previous one.
What’s New In this portion, the new
lesson will be introduced to
you in various ways such as a
story, a song, a poem, a
problem opener, an activity
or a situation.

5
What is It This section provides a brief
discussion of the lesson. This
aims to help you discover and
understand new concepts
and skills.
What’s More This comprises activities for
independent practice to
solidify your understanding
and skills of the topic. You
may check the answers to
the exercises using the
Answer Key at the end of the
module.
What I Have This includes questions or
Learned
blank sentence/paragraph to
be filled in to process what
you learned from the lesson.
What I Can This section provides an
Do
activity which will help you
transfer your new knowledge
or skill into real life situations
or concerns.
Assessment This is a task which aims to
evaluate your level of
mastery in achieving the
learning competency.
Additional In this portion, another
Activities
activity will be given to you to
enrich your knowledge or skill
of the lesson learned. This
also tends retention of
learned concepts.
Answer Key This contains answers to all
activities in the module.

6
At the end of this module you will also find:

References This is a list of all sources

used in developing this
module.
The
following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s
on any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer What I Know before moving on to the
other activities included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and
checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
through with it.

If you encounter any difficulty in answering the tasks in this

module, do not hesitate to consult your teacher or facilitator.
Always bear in mind that you are not alone.

We hope that through this material, you will experience

meaningful learning and gain deep understanding of the
relevant competencies. You can do it!

What I Need to Know

This module exposes students on how to develop their writing

ability through the use of the patterns of developing
paragraphs. The learner will be able to critique a chosen sample
of each pattern of development focusing on information
selection, organization, and development.

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This contains the use of appropriate devices in connecting ideas
to identify the pattern employed in the sample paragraph as
well as to develop unified thoughts through writing.

The module is divided into eight lessons, namely:

 Lesson 1 – Narration
 Lesson 2 – Description
 Lesson 3 – Definition
 Lesson 4 – Exemplification/Classification
 Lesson 5 – Comparison and Contrast
 Lesson 6 – Cause and Effect
 Lesson 7 – Problem-Solution Essay
 Lesson 8 – Persuasion

After going through this module, you are expected to:

1. familiarize yourself with the different writing patterns in
paragraph development;
2. identify the transitional words and phrases used in the
different writing patterns;
3. write a short paragraph using certain writing pattern; and
4. distinguish the uses and the differences of each writing
pattern.

What I Know

Choose the letter of the best answer. Write your answers on a

separate sheet of paper.

1. If you were to tell a story, which pattern of paragraph

development would you use?
A. Description C. Narration
B. Definition D. Problem- Solution
2. Which written text involves sensory images to figure out
something?
A. Description C. Narration
B. Definition D. Problem Solution
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3. When giving the full meaning of a certain topic, which pattern
is applicable?
A. Description C. Narration
B. Definition D. Problem Solution
4. What pattern presents the reasons and possible results of an
event?
A. Description C. Narration
B. Cause and Effect D. Problem Solution
5. What pattern shows similarities and differences of two
subjects in a paragraph?
A. Comparison and Contrast C. Narration
B. Cause and Effect D. Problem Solution
6. What section mentions an overview of the problem, the why
of the problem, and who should be concerned about the
problem.
A. introduction C. middle section
B. conclusion D. exposition
7. Which text focuses on presenting points of view and seeks on
encouraging its readers to accept a particular argument or
act in a way?
A. Persuasive C. Cause and Effect
B. Problem-solution D. Comparison and Contrast
8. Which pattern of development would best suit a text that
aims to discuss the taxonomy of a group of fossils that were
recently discovered by a paleontologist?
A. Comparison and Contrast C. Narration
B. Classification D. Problem Solution

Fill in the blanks with the correct transitional devices. Write the
letter of the correct answer on your answer sheet.

a. So b. Due to c. First d. When

e. Where f. Second g. Lastly h. Similarly

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 During my younger years of being a diligent worker, I

would spend at least 10 hours working in the office and I would

even bring home some paper works. Until, one day, I was

brought to the hospital 9. ______________ I experienced more

anxieties. My attending physician told me that I collapsed 10.

______________ stress. 11. __________, I started to follow my

doctor’s advice. 12. ________ to spend at least three times a

week for exercise. 13. Another is to take stock of internal

stressors I could control. 14. _____________ is to use meditation

techniques whenever I felt overwhelmed and to make sure that

I got sufficient rest. Lastly, is to take time to do things I enjoy.

15. _____________, to develop some hobbies during leisure time

to divert attention from stressors and eventually, to establish a

more balanced life.

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 Lesso
n
Narration
1
Developing one’s reading and writing skills is not easy. There
are learners who can read but are not able to express
themselves in writing well. You have a lot of ideas in mind but
sometimes you may find it hard to organize these ideas
coherently, however, the good thing is that there are many
ways on how you can write effectively.
In this lesson, you will learn one way of developing your
paragraph. This is through Narration.

What’s In

We have learned in our previous lesson that written text as connected discourse is formed
from spontaneous discreteness that predetermined its connectedness. It means that the text
itself does not have meaning and its meaning can be determined by their connectedness. We
also learned techniques in selecting and organizing information by identifying relevant and
irrelevant ideas or information.

After learning these skills in organizing information, you must learn some writing patterns on
how you can develop paragraphs.

What’s New

Read the set of events and rewrite the following details on your
answer sheet to create a coherent story.
1. Finally, the old lady crossed the street safely and Juan was
able to reach school on time.
2. One morning, Juan is in a hurry going to school.
3. Then, he thought of helping the old lady even though he will
be late in school.
4. Suddenly, he saw an old lady, carrying a full of basket,
crossing the street.

Then, answer the follow-up questions:

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 1. What words are used to signal the correct sequence of the
events?
2. How do you think the ideas were able to relate to one
another?
3. What do we call these words?
4. How do these words help to create a story?
5. What kind of paragraph were you able to create using the
given details?

What is It

Writing a paragraph involves deep understanding of how one

can achieve well-focused and unified ideas in a composition.
For example, when students are asked to come up with a
summary of a story, they tend to chop parts of the story and put
it in their summary. If that is so, it leads to create unrelated
details that do not contribute in the oneness and clarity of one’s
summary.
It is important to use strategies developing ideas using a
particular pattern. One of these is through narration. 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

What’s More

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. Moreover, it is also
12
important to give specific details in pointing out the direction of
the story.
Read the paragraph and answer the following questions on a
separate sheet.
Being a transferee is never easy. At first, I was hesitant to
come but my mother told me that I would find new friends
in Masayahin Senior High School. I would never forget the
day I first entered this school, I felt so shy and nervous. I
did not know anyone for I was a new Grade 11 student.
When I entered my first class looking for a chair to sit in, a
boy sitting beside the window sill asked me, “Are you new
in this school?” and I answered shyly, “Yes.” Then, he
offered me the vacant seat beside him. He was Jasper, an
old student in that school. We got along with each other
well in our class. We worked on our assignments and school
projects. , he slept in our house doing our research work.
After a year, we both realized that in many ways we had a
lot of similarities in terms of interests in life. In the end, we
became best of friends.
1. Where and when did the story happen?
2. What transitional devices are used to indicate the
chronological order of time?
3. What event happened first?
4. What does the paragraph tell?
5. What sequence is presented in the story?

What I Have Learned

Choose the best word/group of words that will complete the

statements.
Chronological Ordering Narration Transitional Devices
Sequence Plot

1. _________ is a writing pattern that is used to tell story.

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 2. A narrative text contains the _________ which gives
direction in the story.
3. _________are words or phrases that help carry a thought
from one sentence to another, from one idea to another, or
from one paragraph to another.
4. Most of the common transitional words to show _________ of
events are first, next, then, after and suddenly.
5. The _________of events helps to show the reader how the
story moves.

Additional Activities

In a short paragraph, narrate how something originated in your

place/community. Use the score guide below:

5 All transitional devices are appropriate; the narration was

points very clear.
3 Some transitional devices are appropriate; the narration was
points clear.
1 No transitional devices used in the narrative; the narration
point is unclear.

Notes to the Teacher

You may use different rubric to assess learners’ writing tasks.

Lesso
n
Description
2

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In this lesson, you will learn another way of developing your
paragraph through giving description.

What’s In

People love to read and listen to story and the use of

appropriate transitional devices in telling stories are noteworthy.
Likewise, you have previously learned that in writing a narrative,
the plot gives direction in making the story. However, it is not
only the plot that will help you to develop your writing skills. The
use of description is also important to help you create a vivid
picture of what you are trying to express through written text.

What’s New

On a separate sheet, complete the table by supplying words or

phrases that best describe the given subjects. Use any of your
senses to provide appropriate descriptions.
Subject SIGHT HEARING SMELL TASTE TOUCH
Example: long- soft voice heavenly silky skin
beauty legged scent
queen beautiful
concert
beachside
adobo

Now, let us answer the following questions.

1. What kind of words is used to describe the given words?
2. How do these words help create a vivid description of the
given words?
3. What kind of paragraph can you develop using the given
details?
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 What is It

According to Dayagbil & et al, 2016, the use of description plays

an important role to elucidate the nature of people, places and
things. A series of detailed observation about the subject can
help you create a good descriptive paragraph. This involves the
use of adjectives and adverbs in the paragraph.
The kind of words we used to describe how your subject looks,
sounds, feels, smells or even tastes like are called sensory
languages. It also concerns how you will arrange the details to
provide an image of the scene, the person or the object you are
trying to describe in your text.
There are two types of description. First is objective
description, where 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. Second is subjective
description, where the writer gives personal impression of
what is observed. This is often used in making fiction stories.
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.

What’s More

Read the paragraphs below. Tell whether the description is

subjective description or objective.
1. Sampaloc Lake is an inactive volcanic maar on the island of
Luzon, the Philippines. It is the largest of the Seven Lakes

16
 of San Pablo, Laguna. Nearly half of the lake's depth has a
shallow depression at the bottom, indicating its volcanic
origin. It is approximately 104 hectares and 3.5 kilometer
boardwalk. The lake is behind San Pablo City Capitol and at
the foot of the Doña Leonila Park.

2. Sampaloc Lake is one of the best tourist spots in San Pablo.

It is where you can bring your friends and loved ones for
picnic and bonding. Most of San Pableños jog around the
lake and do ride bicycles not only to have morning good
exercise but also have fresh air. You can witness the
beauty of nature for it is surrounded with mountains.

What I Have Learned

Choose the best word or group of words that will complete

the statements.
Objective Subjective Description Sensory languages Modifiers

1. ____________ is a writing pattern of developing paragraph

using detailed observation about the subject.
2. ____________ are used in writing descriptive paragraph.
3. ____________ can be in a form of word, phrase or clause.
4. ____________description presents impartial and actual
picture of the subjects without biases.
5. ____________ description gives the personal impression of
the writer.

What I Can Do

In a paragraph, describe the picture using your sensory

languages.

17
Here is the score guide:

5 points Appropriate modifiers are used to describe the picture.

3 points Modifiers used do not fit the picture being described.
Inappropriate modifiers are used resulting to failure to
1 point
provide acceptable description.

Additional Activities

Create a poem by completing the lines with appropriate

modifiers.

NATURE
God made the world ___________.

We see ____________ land and ___________

seas.
It is a _______________ creation.
The love of God is ______________.

Notes to the Teacher

You may use different rubric to assess learners’ writing tasks.

Lesso Definition
n

18
 3
In this lesson, we will focus on the three different types of
definitions: formal definition, informal definition, and extended
or expanded definition.

What’s In

Previously, you have learned the first two patterns of

development: narration and description. The descriptive
text portrays events and brings a scene or object to life
in the imagination of the reader. Meanwhile, a narrative
text tells story or events in chronological order. Now,
let’s move on to another pattern which is called
definition.

What’s New

Read the definition paragraph below then answer the given

questions.

An estimated 50 years old, giant

Crocodylus porosus is a saltwater
crocodile. It was the largest crocodile
caught alive in Buhawan of Agusan del
Sur. According to residents, it is known
to attack people and had eaten
animals.
The biggest crocodile was given the name of “Lolong” after the
name of Ernesto “Lolong” Goloran, who is one of the veteran
hunters from the Palawan Crocodile and Wildlife Reservation
Center, who led the hunt.

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Dr. Adam Britton, an Australian zoologist and crocodile expert,
measured Lolong at 6.17 m (20 ft. 3 in). And in June 2012
Lolong was officially certified by the Guinness Book of World
Records as the “world’s largest crocodile in captivity”.
According to the experts of the National Geographic Channel,
Lolong breaks the record of the previous record-holder with a
measurement of 5.48 m (18 FT 0 in).

1. What is being defined in this paragraph?

2. Do the supporting points help you understand the definition
better? Are there facts, reasons, examples, and details that
make it even clearer?
3. What transition words are used between supporting points?

What is It

Definitions provide 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. It can be done in either of the two
distinct methods of definition.

First, informal definition as either denotation or connotation.

Denotation is the dictionary meaning of the word. For example:
Rose is a family of prickly shrub with pinnate leaves and showy
flowers. Meanwhile, 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. In the example: A dozen of pink roses
is usually given to their beloved ones. Instead of literally
referring to flowers, love and romance are connoted.

Second, formal definition consists of three principal parts: the

species (WORD) n + Genus (CLASS) + Differentiae. The WORD is
the name of the object, process, or concept defined. This is
20
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).

For the expanded or extended definition, the following are

common methods used in paragraph development would be of
great help (Filomena T. Dayagabil, Ethel L. Abao, and Remedios
C. Bacus, Critical reading and writing for Senior High School.
Quezon City: Lorimar Publishing, 2016, 43:

Methods Examples
By stating its San Pablo City is one of the oldest towns in
characteristic the Philippines and today, it is known as one
s of the first-class cities in the province of
Laguna. It is also called the City of Seven
Lakes namely: Bunot Lake, Calibato Lake,
Mohicap Lake, Palakpakin Lake, Pandin Lake,
Sampaloc Lake, and Yambo lake. These seven
freshwater lakes are crater form of a steam-
blast eruption from Mt. Cristobal.
By function In this time of global crisis, everyone is
responsible for their actions, such as following
the precautionary measures given by the
health experts to avoid the spread of the
virus.
By what it is Far from the normal situations that we had
not before, the pandemic makes each one of us
skip buying unnecessary items.
By what it is Jollibee and McDonalds both offer savory
similar to chicken and delicious pasta that children love.
By Examples The opening of the classes for School Year
2020 -2021 amidst the pandemic is a great
challenge to the Department of Education.
They continue researching different
alternative ways of teaching and learning to
be implemented in schools such as online
21
 learning, modular learning, and lastly learning
from TV shows and radio programs.
By origin of Writers around the world define literature in
word or different ways. The origin of the word
etymology literature is derived from the Latin word Litera
which means letter.
By its effect Due to the global pandemic, specifically
COVID-19, the world embraces the new
normal. People have become more conscious
about sanitation and hygiene. They now learn
physical distancing in public places. And, most
of the people stay at home either working or
developing new hobbies and exploring new
things.

What’s More

Analyze how the writer creates a shared concept and what

different expanded definition methods are used in the
paragraph. Write your answer on a separate sheet of paper. You
may follow the template below:

Method used Sentence/s

Bimetallic Components
1
Bimetals are components made up of two separate metallic
units, each occupying a distinct position in the component.
2
Bimetal rods or wires (also called clad metal, duo- or dual-
metal) are made of dissimilar metals. 3The rod core a
cylindrical body made of one metal, is surrounded by a
concentric, cylindrical sleeve of another metal. 4Some fibrous
metals may also be regarded as bimetallic; for example, rods
made by unidirectional solidification of some eutectic
22
 compositions containing a metallic (or nonmetallic) compound
of fibrous filaments embedded in an almost pure metallic
matrix. 5The structure of present-day Nb-SN superconducting
core can be even more complex. 6It is multimetallic-containing
more than two dissimilar metals. 7The two elements of a
bimetallic product are usually intimately interlocked, so that
they function in unison.
8
Bimetal rods or wire stems make it
possible to combine properties of
dissimilar metals. For example:
 9Aluminum-clad steel wire combines
the strength of steel
with the electrical conductivity and
corrosion resistivity
of aluminum.
 10Superconductor core clad with
copper sleeves combines
superconductivity at cryogenic
temperatures with assurance against
failure when a local temporary rise in
resistance or temperature occurs.
11
Although the number of desired bimetallic combinations for
practical use is virtually unlimited, manufacturing difficulties
restrict the number of bimetallic combinations actually in use.
Based on Betzalel Avitzur et al., “Criterion for the Prevention of Core Fracture during Extrusion of
Bimetal Rods,” Journal of Engineering for Industry, 1983, 293-30

What I Have Learned

Using the semantic map below, write all your key learning from
the lesson.

23
 What I Can Do

Define “COVID-19” using the rules you have learned. You may
also choose to use the outline below to help you in writing a
good definition paragraph. Write your answer on a separate
sheet of paper.
Topic sentence: COVID-19
is_________________________________________
 First (supporting Point#1) + (Fact, reason, or detail)
 In addition (supporting point #2) + (Fact, reason, example
or detail)
 Finally, (supporting Point #3 + (Fact, reason, example or
detail)
 Conclusion: In the end, COVID 19
is_____________________________

The following score guide may be used to rate your output.

Description Highest Your
point Score
Clear topic sentence 5 points
Evidences and examples are 3 points
specific and accurate
Mechanics of writing are 2 points
observed
Total 10 points

Additional Activities

24
Write a definition paper about the meaning of maturity. Make sure to have a good thesis
statement and introduction, coherent discussion of supporting details, and sound conclusion.
The previous rubric may also be used to score your output.

Notes to the Teacher

You may use different rubric to assess learners’ writing tasks.

Lesso
n Exemplification and
4 Classification

In the previous lessons, you have learned the differences

between and among narrative, descriptive, and definition
paragraphs. Now, you will familiarize yourself with two of the
most common patterns of paragraph development –
exemplification and classification.

What’s in

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. These can be used in
writing other papers with different purposes other than telling a
story, describing something or defining a concept.

25
 What’s New

Read the passage carefully. Once finished, copy on a separate

sheet and fill out the table with the appropriate words that
match the headings below:

Humans are often harmed by pollution. The presence of

the hazardous substances brought about by these three major
types of pollution: land, air and water gravely affects our
health. For instance, a person may acquire skin problems and
other deformities from the toxic wastes present in the land that
we live in such as garbage, pesticides, heavy metals and other
chemicals. Air pollution caused by toxic gases, solid and liquid
particles or aerosols, and other hazardous air pollutants
adversely contaminate the air that we breathe. Long-term
exposure to air pollutants has been linked with diseases of the
heart and lungs, cancers and other health problems. Lastly,
water pollution observed in our primary water sources like
oceans, rivers, and lakes is caused by the presence of industrial
wastes, sewage and waste waters, chemical fertilizers and
pesticides to be specific. Infectious diseases can be acquired
through contaminated water and can cause cholera, jaundice,
liver damage and stomach illness in people.

Topic
Sentence:
Classification Examples of Hazardous
Substances
Pollution 1._____________ a.______________________________
____ ____
b.______________________________
____
c._______________________________
___
d.
________________________________
__
2. Air a. ._____________________________
26
 _____
b.______________________________
____
c._______________________________
___

a.______________________________
3. ____
_________________ b.______________________________
_ ____
c._______________________________
___
d.
________________________________
__
e.
________________________________
__

Transition
al
expressio
ns:

Study the accomplished table. How can you say that the
words and phrases that you have just written all exemplify
that of the (a) topic sentence, (b) classification, (c)
examples and d) transition words?

If you were able to justify your answers, then, you are now
ready to learn more about the characteristics and features
of exemplification and classification as patterns of
development in writing.

What is It

Exemplification (or illustration) is the most common and

effective pattern to explain an idea or point. In developing this
27
kind of paragraph, 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.
On the other hand, classification is used when a writer needs
to sort out or arrange subjects to 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.
Remember that you can use both exemplification and
classification in developing a paragraph by simply identifying
categories on a particular subject and providing examples or
illustration to explain and clarify meaning.

What’s More

Read the excerpt that follows. You may take down notes as
you read it. After reading the excerpt, you need to do the
following:

1. Indicate the pattern of paragraph development used and

illustrate it by using any appropriate type of graphic
organizer to visually display the ideas or concepts
presented.
2. Using your graphic organizer, write your improved version
of the paragraph by using the appropriate transitional
expressions.

An excerpt from Appassionato

“Passion is visceral. It stands outside traditional thinking. It
ignores conventions like distance, time, and social
acceptance. It dares into uncharted
28 waters. It is used to be
primarily associated with romantic love. Today, thanks to
authors like Tom Peters and Nancy Austin (A Passion for
 What I Have Learned

Reflect on what you have learned today by completing the

diagram below:

Write INSIDE Write some

the circle the questions or

most valuable clarifications

learning that OUTSIDE

you gained from the circle.

the lesson.

What I Can Do

Choose at least one from the situations below.

Writing Task 1: You are the editor-in-chief of your school’s
publication. The school paper adviser requires you to write a
2-3 paragraph opinion article about the COVID-19 pandemic
for a special edition paper.

You need to take side and be specific in explaining your point

of view by proving clear examples and illustrations to support
your arguments.
29
Writing Task 2: You are one of the business proprietors at
your school’s on-going Business Expo. An interested customer
sent you an e-mail asking about the different types of
products you sell.

You need to respond to the e-mail in 2-3 paragraphs

indicating the classification of your products. To encourage
your customer to avail, your message must contain the
product’s category, specific features and prices.

Here is the rubric for your writing task:

Criteria Descriptions Total Your

Scor Scor
e e
Paragraph Clearly states the main idea to
Structure capture the reader’s attention, 5 pts.
( Topic adds concrete and interesting
Sentence,
details and brings closure to
Supporting
details and the paragraph written.
Conclusion)
Transitional Effectively uses a high degree 5 pts.
Expressions of appropriate transitions to
show development from one
sentence to another
Grammar Has no spelling, punctuation 2 pts.
and and grammatical errors
Punctuation
Total 12
pts

Additional Activities

30
Write an exemplification or a classification paragraph on any
suitable subject or topic in your respective context/locality.
Make sure to include a topic sentence, supporting details,
conclusion and transitional expressions in your written text. The
same rubrics will be used in assessing your output.

Lesso
n
Comparison and Contrast
5
Sometimes, you’ll be asked by your teachers to perform tasks
which would require you to make intelligent choices. School
writing activities may require you to do comparison and
contrast, in which you focus on similarities and differences of
ideas. By assigning you such writing activities, you are
encouraged to make connections between text and ideas and
engage you in critical thinking.

What’s In

Classification as pattern of development of writing makes you

associate similar things or process by grouping them into
classes or categories. Try this! Choose the word/s that do/does
not belong on each line then write a category name for each
group (i.e. rose, banana, sun flower, daisy = banana/flowers).

1. German Shepherd, Golden Retriever, Persian Siamese,

Siberian Husky
2. on land, by water, by air, by bus
3. carrot, cabbage, radish, onion
31
 4. jazz, rock, pop, ballet
5. Coins, Dollar, Yen, Franc

Each item gives you a hint over a certain category. That’s

similar to our previous lesson about exemplification and
classification. However, although these words belong to the
same group, each of them have similarities and differences,
which will be the focus of this lesson on comparison and
contrast.

What’s New

Using the Venn diagram, jot down words and phrases showing
similarities and differences between Junior High School and
Senior High School.

Junior High School Senior High School

What is It

Comparison in writing discusses elements that are similar

while contrast in writing discusses elements or ideas that are
different. A compare-and-contrast essay, then 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.
32
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. Take a look at this
example.
Source: Jenn, Kepka, Oregon Writes Open Writing Text. 2015, accessed May 21, 2020,
https://openoregon.pressbooks.pub/oregonwrites/chapter/comparison-and-contrast/

My sisters are as different as yin and yang in terms of

personality, appearance and intelligence. Tina, the middle child
in the family, prefers staying at home than going out with her
friends. She is slim, petite and has dark skin. As she is not
sociable, she finds friends with the characters from the books
she reads most of the time. In addition, she is very clever in
subjects like Math and Science which made her graduate with
Highest Honors from Senior High School. In contrast, my
youngest sister, Joni, is the opposite. She has an outgoing and
friendly personality. There is never a dull moment as she is
always ready with stories to tell. She is tall with a round plump
face and fair skin. Being the youngest in the family, she is often
asked to perform during family gatherings since she sings and
dances well. My sisters may be different from each other but
they adore one another.
There are two common ways to organize comparison/contrast
paragraph or essay. The Block Method is used to compare and
contrast two subjects one at a time. 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.
However, if you would want to address one subject at a time,
you may use Point-by-point comparison.
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.

Source: Williams, Madalyn. February 21, 2017, accessed May 20, 2020
https://prezi.com/hdigz1iuziht/comparing-the-block-method-and-the-point-by-point-method/

33
 What’s More

Create compare-and-contrast paper outline using either Point-

by-point or Block Method by comparing or contrasting Junior
High School and Senior High School. Be guided by the rubric
below.

Description Highest Your

point Score
Has a clearWhat I Have
and Learned
strong-hook topic 5 points
sentence
Evidences and examples are specific 3 points
Has no errors in grammar, spelling and 2 points
punctuation marks
Total 10 points
Complete the following statements to summarize what you have
learned in this lesson.
 A compare-and-contrast writing analyzes two subjects by
__________.
 The purpose of writing a comparison or contrast essay is not
to state the obvious but __________.
 The two main organizing strategies for compare-and-
contrast writing are: __________ and __________.

What I Can Do

Write a five (5) to seven (7) sentence paragraph based on the

outline you created regarding the similarity/difference of Junior
High School and Senior High School.
Description Highest Your
point Score
Has appropriate quality of well- 5 points
34
 organized points to support the topic
Uses specified format/style 3 points
Grammar, spelling and punctuation 2 points
marks are correct
Total 10 points

Additional Activities

Brainstorm an essay topic leaning towards comparison or

contrast. Choose one among the three items then come up with
at least one similarity and three differences. The rubric in
“What’s More” segment may still apply to this activity.
 Cell phone units and brands
 Fast food chains and fine dining restaurants
 Enrolling in college or getting employed after Senior
High School

Lesso
n Cause and Effect
6
Reasons and results are two things that interest readers. Thus, it
is important for writers like you to learn how paragraphs of this
kind should be developed.

What’s In

We have learned in our previous lesson that the use of

comparison and contrast in developing paragraph is very
effective when you want to show similarities and difference
between two ideas. Although a comparison and contrast essay is
set to demonstrate both similarities as well as differences,
35
sometimes it only shows similarities, and at other times, only
differences.

The next pattern of paragraph development focuses on how you

can state details through giving reasons or results of a topic.

What’s New

Read the passage carefully. Then, complete the diagram below.

Discoveries and invention of devices are always welcome until

we, humans, find a way to abuse its benefits and be adversely
affected by it. This was the case when Wilhelm Roentgen
discovered x-ray and within five years, the British Army was
using a mobile x-ray unit to locate bullets and shrapnel in
wounded soldiers in the Sudan. TV was also invented with
positive thoughts in mind – there would be no national borders,
education and communication would be worldwide, etc.
However, we are now trying to overcome its physiological and
psychological adverse effects on human beings.
(Excerpt: Emmanuel Tatah Mentan, English Essay Writing Handbook Bloomington, IN: AuthorHouse, 2019.)

CAUSE EFFECT

Answer the following questions on a separate sheet.

1. What is the main idea of the text?
2. What states the cause of the idea?
3. What states the results of the idea?

What is It

Cause and Effect is a text development pattern which explains

why something happens. It also states what results a particular

36
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 its 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 and since to express cause while accordingly,
consequently, hence, so, therefore, and this resulted in to
signify effects.

What’s More

Put a check (✓) if the item is suited for a cause-and-effect text

or a cross (x) if not.
1. How to play drums
2. Impact to technology in education
3. Importance of daily reading habit
4. Increased drop-out rate in a school.
5. The act of kindness

What I Have Learned

Complete the given statements to sum up your learning for

this lesson.
1. Cause and effect is a text development pattern explains
___________ something happens and states ___________results
a particular event produces.
2. ___________focuses on: why did the topic happen; what caused
it; what does it cause; what are its effects; and, how is it
related to something else.
3. Signal words used in introducing cause include: ______________

37
4. Signal words used in introducing effect include:
_______________

What I Can Do

Typhoon Yolanda took the lives of over 6,300 Filipinos and

displaced thousand others. Write a five-sentence paragraph that
explains why there were so many casualties even when they
were warned of a storm surge. Use cause and effect pattern of
development. The rubric below may be used in this output.

5 points 3 points 1 point

The paragraph states
The paragraph The paragraph
no cause and effect
states cause and states cause and
and it uses
effect and all effect but few
inappropriate
transitional devices transitional
transitional devices.
are properly used. devices are used.

Notes to the Teacher

You may develop and use different rubric in checking the writing
outputs of the learner.

Additional Activities

Reflect on the quote: “Working out of cause and effect is

eternal” (Deepak Chopra). Develop a cause-and-effect
paragraph to express your insights about this. The previous
rubric may still be used for this writing task.

Lesso Problem-Solution
n

38
 7
In this lesson, you are expected to plan, structure, and write
interesting and meaningful paragraphs applying the problem-
solution pattern in your essays about different topics, issues or
recent developments in various fields.

What’s In

With your previous learning about cause-and-effect pattern of

development, you can readily write a full-blown essay
addressing any issue that interests you. After answering the
“why” and the “what happened”, we now move on to the “how”
– how will we do things and how can we resolve issues or
concerns around us. This time, you will apply the problem-
solution pattern of development.

What’s New

Read the essay below. Identify the problem/s and solution/s

cited in the passage
Healing a Child’s Stitches and Burns
By Emerson T. Armero
There can be no doubt that a large number of CIFL or
children in conflict with the law may commit more juvenile
crimes despite the intense effort of teachers, the barangays, the
police and the guidance offices. This poses a huge challenge to
government authorities and the whole society as well since
these minors are protected by law and should not be harmed by
all means.
Basically, while being interrogated upon, these child
offenders do not take their case seriously. They sometimes treat
their offense as a practical joke similar to an amusing snapchat
or a tiktok moment. Others consider their waywardness as part
of their growing up years – their being young, wild and free. And
they blend with the other CIFL regulars, thereby establishing an
organization of future gangsters. Unfortunately, they are not
39
given the chance to reform their character because they cannot
go to jail and should be with their parents’ custody within 24
hours. Additionally, some of them turn to substance abuse.
There might be two doable solutions to overcome the
problem mentioned in the previous paragraphs. The first step
would be to give them the opportunity to intensely rehabilitate
and provide educational programs suited to their needs and
abilities which will prepare them in the harsh realities of life. It is
also equally important that they get the full support and
encouragement of their parents and fellow learners.
It is reasonable to conclude that education still paves the
way for CIFL learners to mend their ways. Furthermore, it is still
everybody’s responsibility to help them change, to motivate
them to change and stay away from temptations that may
inevitably arise.

What is It

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  Describe the problem only in terms of its

only effects.
 Use examples.
Causes  Outline the causes of the problem.
and  Discuss solutions in terms of preventive
effects measures.
Extende  After a topic sentence, illustrate the
d problem by using an extended example
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:

Preventiv  Ways to prevent the problem from occurring in the

40
e first place
measure  For example: How to prevent Covid-19
s
A series  Suggest the easiest and most obvious solution first,
of steps 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  Include solutions that have already been tried, have
of been unsuccessful, and new solutions which you are
solutions proposing.

The following transitional devices can also help you develop

your text.

Introduction Middle Conclusion

Section/
Body
 Nowadays…  For  In
 It is a common instance… conclusion
trend that… Such …
 Society is becoming as/like…  To
increasingly Namely… conclude…
concerned about…  To sum up…

What’s More

Choose a specific problem in your place and try to propose

solutions for it. Write your insights in a short paragraph
following the problem-and-solution pattern of development.
Make use of correct transitional devices in your text. Be guided
by the rubric below.

41
 5 points 3 points 1 point
The paragraph states
The paragraph The paragraph
no cause and effect
states cause and states cause and
and it uses
effect and all effect but few
inappropriate
transitional devices transitional
transitional devices.
are properly used. devices are used.

What I Have Learned

Arrange the following steps in developing a problem-and-

solution text.
_____ Brainstorm to identify several solutions.
_____ Gather supporting information.
_____ Define the problem to be solved.
_____ Decide how to organize your writing.
_____ Write a thesis statement.
_____ Support your thesis with examples and details.
_____ Write a strong conclusion.

Additional Activities

List down the top three problems of millennials today. Then

propose possible solutions to each of your identified problem.
You can use this as a springboard in writing a problem-solution
text.

Lesso
n
Persuasive
8
42
After this lesson, you are expected to learn the type of
paragraph development that focuses on presenting points of
view to persuade or encourage your readers.

What’s In

By this time, you should have learned seven different patterns

of paragraph development. The latest of which is the problem-
solution text, which focuses on either a problem or solution in a
particular area or situation. It a type of text expressed as a
dilemma or concerning issue (problem) and something that was,
can be, or should be done to remedy this issue (solution or
attempted solution).

The last pattern of paragraph development featured in this

module focuses on how you can state details through presenting
your views and encouraging your target readers to accept your
argument.

What’s New

Complete the table below after reading the paragraph.

Is iPhone 11 worth spending extra money on it? One of the

company’s recent novelties is the iPhone 11 – a newer and
more advanced version of the most popular phone in the
world. However, the previous model – iPhone XR – seemed
to have been satisfying people’s needs just fine as well. So,
what is the difference?

ISSUE ARGUMENT EVIDENCES

Now, answer the following questions:

43
 1. What is the main idea of the text?
2. What issue has been presented in the text?
3. What does the text want us to do?

What is It
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?

What’s More

Read the text below and identify the issue, the argument/s and
conclusion.
44
 When we consider the ubiquity of cellphones, iPods,
personal computers and the internet, it’s easy to see how
science (and the technology to which it leads) is woven into the
fabric of our day-to-day activities. When we benefit from CT
scanners, M.R.I. devices, pacemakers and arterial stents, we can
immediately appreciate how science affects the quality of our
lives. When we assess the state of the world, and identify
looming challenges like climate change, global pandemics,
security threats and diminishing resources, we don’t hesitate in
turning to science to gauge the problems and find solutions.
And when we look at the wealth of opportunities hovering
on the horizon—stem cells, genomic sequencing, personalized
medicine, longevity research, nanoscience, brain-machine
interface, quantum computers, space technology—we realize
how crucial it is to cultivate a general public that can engage
with scientific issues; there’s simply no other way that as a
society we will be prepared to make informed decisions on a
range of issues that will shape the future. (from "Argumentative Essay,"
Literary Devices, last modified May 22, 2020, https://literarydevices.net/argumentative-essay/.)

What I Have Learned

Complete the statements to sum up your key learning for this

lesson.
1. __________ is a type of paragraph development that focuses
on presenting points of view
2. An __________ serves as a background information about
the topic.
3. An __________ is one’s claim or position that can either
support or reject the issue previously stated.
4. Arguments shall be supported with a well-researched
__________.
5. A __________ restating the main argument of the text will be
the end of the text.

What I Can Do

45
Choose an item or a product that you frequently use. Develop a
persuasive text by making a transcript for product
advertisement. The rubric below may be used for your output.
5 points 3 points 1 point
The paragraph
The paragraph The paragraph
states
states persuasive states no persuasive
persuasive text
text and it little uses text and it does not
and it uses
appropriate use appropriate
appropriate
arguments and arguments and
arguments and
evidences. evidences.
evidences.

Additional Activities

Write a persuasive text to encourage incoming senior high

school to choose the strand you are enrolled in. The rubric in the
previous activity may still be used for this writing task.

Notes to the Teacher

Assessment
You may use different rubric to assess learners’ writing tasks.

A. Choose the correct transitional devices. Write your answers

on a separate paper.

a. So b. Due to c. First d. When

e. Where f. Second g. Lastly h. Similarly

During my younger years of being a diligent worker, I would

spend at least 10 hours working in the office and I would even

bring home some paper works. Until, one day I was brought to

the hospital 1. _________ I experienced more anxieties. My

46
attending physician told me that I collapsed 2. _________ stress.

3. ________, I started to follow my doctor’s advice. 4. ______ to

spend at least three times a week for exercise. 5. Another is to

take stock of internal stressors I could control. 6. ________ is to

use meditation techniques whenever I felt overwhelmed and

make sure that I got sufficient rest. Lastly, is to take time to do

things I enjoy. 7. _________, to pursue some hobbies and

pleasures to live a more balanced lifestyle.

Choose the letter of the correct answer. Write your answers on

your answer sheet.

8. Which text focuses on presenting points of view and seeks on

encouraging its
readers to accept a particular argument or act in a
particular way?
A. Persuasive C. Cause and Effect
B. Problem-solution D. Comparison and Contrast

9. Which written text involves sensory images to figure out

something?
A. Description C. Narration
B. Definition D. Problem Solution

10. What pattern shows similarities and differences of two

subjects in a paragraph?
A. Comparison and Contrast C. Narration
B. Cause and Effect D. Problem Solution

47
11. When giving the full meaning of a certain topic, which
pattern is applicable?
A. Description C. Narration
B. Definition D. Problem Solution

12. If you were to tell a story, which pattern of paragraph

development would you
use?
A. Description C. Narration
B. Definition D. Problem- Solution

13. What pattern presents the reasons and possible results of an

event?
A. Description C. Narration
B. Cause and Effect D. Problem Solution

14. In this section, you need to mention an overview of the

problem, the why of the problem, and who should be concerned
about the problem.
A. Introduction C. conclusion
B. middle section D. exposition
15. Which would best suit a text that aims to discuss the
taxonomy of a group of fossils that were recently discovered
by a paleontologist?
A. Comparison and Contrast C. Narration
B. Classification D. Problem Solution

48
 Answer Key

What I know
1. C 2. A 3. B 4. B 5. A
6. A 7. A 8. B 9. E 10. B
11. A 12. C 13. F 14. G 15. H

Lesson 1: What's More

1. Masayahin Senior High, during his first class in Grade 11.
2. At First , Then, After a year, In the end
3. I entered the class and Jasper offered me a seat.
4. a story
5. in chronological order

Lesson 2: What's More

1. Objective – type of volcano, exact location, approximate size
2. Subjective – best tourist spots, can witness the beauty of nature

Lesson 3: What’s more

Method used Sentence/s
By example Sentence 4, Sentence 8-9, Sentence 10
By stating characteristics Sentence 8, Sentence 3
By explanation of use or function Sentence 7

Lesson 4: What's New

Topic Sentence: Humans are often harmed by pollution
Classification:
1. Land
2. Air
3. Water
Example of Hazardous substances:
1. a. garbage b. pesticides c. heavy metals d. other chemicals
2. a. toxic gases b. solid and liquid particles or aerosols
c. other hazardous air pollutants
3. a. industrial wastes b. sewage c. waste waters d. chemical fertilizers
e. pesticides
Transitional Expressions: For instance, such as, lastly, to be specific, like, and

Lesson 6: What's Assessment

More 1. E 2. B 3. A 4. C 5. F
1. x 6. G 7. H 8. A 9. A 10. A
2. ✓ 11. B 12. C 13. B 14. A 15. B
3. ✓
4. ✓
5. x

49
REFERENCES

Books

Emmanuel Tatah Mentan, English Essay Writing Handbook Bloomington, IN:

AuthorHouse, 2019.

Marella Therese A. Tiongson and Maxine Rafaella C. Rodriguez, Reading and Writing
Skills Quezon City: Rex Publishing Inc., 2016.

Plata, Sterling M. et.al. New Literacies: Critical Reading, Writing, and Viewing.
Laguna: Trailblazer Pub, 2013

Rebecca D. Espina and Felicidad P.Espina, Technical writing for Filipino students,
Quezon City: Katha Pub, 1995.

Journal

Betzalel, Avitzur et al., “Criterion for the Prevention of Core Fracture during
Extrusion
of Bimetal Rods,” Journal of Engineering for Industry, 1983.

Online Sources
Ahon Writing Workshop, Problem-Solution Essay, Accessed May 22, 2020
http://www.phschool.com/atschool/ahon09/pdfs/AHON_WW_unit_2.pdf

Argumentative Essays," Purdue University, accessed May 22, 2020,

https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writin
g/argumentative_essays.html.

Argumentative Essay,Literary Devices, accessed May 22, 2020,

https://literarydevices.net/argumentative-essay/.
Christine Sarikas, "3 Strong Argumentative Essay Examples, Analyzed" SAT /
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