LESSON 1: RHETORICAL PATTERNS OF DEVELOPMENT

IN WRITING

Inclusive Dates:

In this unit, the standards are:

Content Standard:

The learners realize that information in a written text may be selected and organized to achieve a
particular purpose.

Performance
Standard:
The learner critiques a chosen sample of each pattern of development focusing on
information selection, organization, and development.

For Lesson 1, we will have the following learning targets. At the end of the lesson, check the
column that best describes your assessment of your own learning relative to the given learning targets.

I can compare and contrast

patterns of written texts
across disciplines.

To make our learning more meaningful, here are some expectations from you and your parents/guardian
as we journey together on this module.

You are expected to… Your parents/guardians are encouraged to…

 Read texts and instructions carefully  Provide a conducive learning environment
and thoroughly. for you.
 Accomplish the activities honestly.  Provide the materials needed for the
 Consult your teacher for clarifications activity.
and verifications.  Assist you in performing the learning tasks.
 Be a responsible and independent  Monitor your progress in answering and
learner. performing the learning tasks.
 Have fun and enjoy learning.  Give feedback/response on your progress in
answering and performing the learning
tasks.

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Mental health is as important as physical health. In this pandemic, our mental health is also
threatened and affected greatly. Here are some tips on how to keep mentally healthy amid this
health crisis.

LET’S START THE FUN LEARNING

Good day, our dear learners! We will now start your first module for the third quarter. I hope
that you will not forget everything that you’ve learned from the previous quarters. Before we begin, let
us ask first the guidance from our Heavenly Father so you’ll have the knowledge and understanding
to fully comprehend this lesson. Let us pray “Our Father” or you can say your own prayer.
In this module, you are going to learn the patterns of written text. But before that, let’s have
first an activity that serves as a springboard to our discussion. Are you ready? Let’s begin!

STARTER
LET’S START THE FUN LEARNING ADVENTURE!
Read and compare the following paragraphs in terms of their structure. To do this, you
need to look for textual evidences that will help you to identify the general format of the
paragraphs.

1. My trip to the United States and Canada last summer was truly memorable. First my
family and I visited our relatives who live in Seattle, Washington, the place where my
siblings and I were born. After that we went to Capilano suspension Bridge in Canada.
The suspension bridge, which was shaking as we walked, was scary because we were
high above the ground and my dad said we needed to be careful while crossing the
bridge. As soon as we crossed the bridge, we reached the forest and saw trees as
high as the heavens. Then we went to Grouse Mountain a popular place for
snowboarders and skiers, but before we could go to the top of the mountain, we had to
ride a cable car. Once we reached the top, we snow and the cabin lodge. After our trip
we went to the airport and went back home. Though our trip wasn’t that long we were
happy we got to spend time with each other and with our relatives as well.

2. My paper focuses on analyzing the different social issues or subthemes presented

during the time of Sol King’s stay (around 1950’s-60’s) in America as a Filipino “exile”
by making use of certain literary fragments—bits and pieces of poetry, conversations,
and even excerpts of informative essays. I wish to point out that the literary fragments
in the novel do not only serve as an impressionistic touch on Santos’ writing, but that
they are also used to bring together a larger image of the reality of the existence of a
fragmented Filipino exile identity that exists in order for them to learn how to survive. In
order for me to show this, I have chosen to write a four- part mini graphic novel series
that will indirectly discuss the subthemes in the novel.
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LET’S LEARN
LET’S START THE FUN LEARNING ADVENTURE!
Read and understand the discussions carefully. If you have any clarifications,
do not hesitate to ask your subject teacher. You are also highly encouraged to
attend your scheduled online class to thoroughly comprehend this lesson.

RHETORICAL
PATTERNS of
DEVELOPMEN
T in WRITING
Most academic essays have an overall structure – introduction leading to a thesis,
body, conclusion. Essays also have topic sentences and units of support that constitute the
body, and these topic sentences and units of support need to be ordered logically in a way
that’s appropriate to the essay’s thesis.

In addition to the concept of the thesis indicating a general, logical order for the
support, there are actually many different ways to think about and organize information in the
body of an essay, using different patterns of development. These patterns, referred to
academically as “rhetorical modes,” mirror the ways in which humans think about their worlds
and organize their thoughts in order to communicate. It will also help you as a writer to both
develop and organize information in your essays.

The following image identifies common patterns. Although it refers to “paragraph”

patterns, understand that these are also common patterns for whole essays.

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Consider these common patterns of thought and consider specific ways in which you’ve applied each
thinking pattern in your everyday life.

1. Narration
Ofte
The purpose of narration is to tell a story or relate an event. Narration is an especially useful tool essa
for sequencing or putting details and information into some kind of logical order, usually
chronological. Literature uses narration heavily, but it also can be useful in non-fiction, academic
writing for strong impact. 

2. Description 

The purpose of description is to recreate, invent, or visually present a person, place, event, or 
action so that the reader can picture that which is being described. It is heavily based on sensory
details: sight, sound, smell, feel, taste.

3. Example

It’s common to see examples used in all kinds of situations—an idea can be considered too
general or abstract until we see it in action. Exemplification extends this idea even further: it
carries one or more examples into great detail, in order to show the details of a complex problem
in a way that’s easy for readers to understand.

4. Definition

Definition moves beyond a dictionary definition to deeply examine a word or concept as we

actually use and understand it.

5. Argumentative
The argumentative pattern is used when the topic to be discussed is an issue; therefore, the
writer discusses the issue and takes a stand. In examining the issue, the writing presents his/her
arguments and the counter- argument with ample details and support for each.

6. Classification/Division

Classification takes one large concept, and divides it into individual pieces. A nice result from this
type of writing is that it helps the reader to understand a complex topic by focusing on its smaller
parts. This is particularly useful when an author has a unique way of dividing the concepts, to
provide new insight into the ways it could be viewed.

7. Comparison/Contrast

Comparison focuses on similarities between things, and contrast focuses on their differences. We
innately make comparisons all the time, and they appear in many kinds of writings. The goal of
comparison and contrast in academic essays is generally to show that one item is superior to
another, based on a set of evaluations included as part of the writing.

8. Cause/Effect

If narration offers a sequence of events, cause/effect essays offer an explanation about why that
sequence matters. Cause/effect writing is particularly powerful when the author can provide a
cause/effect relationship that the reader wasn’t expecting, and as a result see the situation in a
new light.

9. Problem/Solution

This type of academic writing has two equally important tasks: clearly identifying a problem, and
then providing a logical, practical solution for that problem.

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 PROCESS QUESTIONS:
1. What topic did you write previously which follows any of the patterns
of development in writing?
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TEACHER’S ____________________________________________________
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2. What challenges did you encounter while writing this particular pattern?
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3. How did you overcome these challenges?

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In most learning materials that you encounter, various patterns are used to produce a
single text. For instance, a text on the topic surviving college. Although the overall pattern
would be process description, it is very likely that some paragraphs will follow cause and
effect, others will be problem- solution, while others will be written as narration. This is, in fact,
the essence of the following activity. This activity calls for you as a student to brainstorm on
various ways of developing topics by using different rhetorical patterns.

ENRICHMENT
LET’S START THE FUN LEARNING ADVENTURE! 5|Page
 Study the table below and answer the questions that follow:
1. What rhetorical patterns were used?
2. How the following topics develop using the different rhetorical patterns.
From the given broad topics below, develop a more specific topics applying the rhetorical
patterns.

TOPIC RHETORICAL RHETORICAL RHETORICAL

PATTERN 1 PATTERN 2 PATTERN 3
1. Adolescents Description Comparison & Argumentative
(top qualities of Contrast (Are young people
young people today) (young people then now less
and now) responsible?)
2. New variant of
Covid-19

3. Education amidst
pandemic

4. ABS-CBN and TV5

partnership

5. Joe Biden as a
new US President

PERFORMANCE TASK
The main activity for this unit is called “A critic in progress.” To begin the unit, you will
be asked to read several (around three) connected texts which you will evaluate and
critique. The connection may be based on the theme, type of material, author, etc. After
reading each material, you will write an essay to report your evaluation of the text,
focusing on the rhetorical patterns used by the writer.

RUBRIC FOR THE FULL- BLOWN CRITIQUE

ELEMENT 10 7 4 TOTAL

Understanding The topic, theme, There are minor The topic,

of the material overall flaws in the theme, overall
to be critiqued organization of identification of organization of
the material has the topic, theme, the material
been accurately and overall has not been
identified based organization of accurately
on paraphrases the material. identified.
and summaries
done.

Identification of All the main Most of the main Majority of the

the main points points of the points have been main points
of the material materials have identified and have not been
been identified noted. identified and
and noted. noted.
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 Agreement and Agreement or Agreement or Agreement or
disagreement disagreement disagreement disagreement
with the main with each main with most of the with each main
points in the points was main points was points was
material discussed discussed barely
comprehensively comprehensively discussed and
with logical and with logical and without much
ample support. ample support. logical and
ample support.

TOTAL

SELF ASSESSMENT:
We are about to finish our lesson. Let us now go back to the learning targets and
check the corresponding column that best describes your assessment to your own
learning. (Go back to page 1)

Congratulations, you have just finished your lesson 1 module! After studying our lesson, kindly write the
things you learned, found interesting and question as your learning summaries.

MY LEARNING SUMMARIES

Based on our lesson, what are your new learning and realizations as a child of God? In the box below,
write your lesson’s reflection through a prayer. A related Bible verse is also provided below to help and
guide you more on the prayer you will formulate. Together, let us do things toward His Holiness
because we are precious in His eyes.

MY REFLECTION

So God created mankind in his own image; in the image of God He created him;
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 male and female He created them.
- Genesis 1:27
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We would like to hear from you and your parent/guardian’s comments and observations of this lesson’s
module. If you have suggestions, please feel free to write it on the box provided. Remember, we are
partners in this learning. Your feedbacks will be highly appreciated.

MY FEEDBACK
Comments:
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Suggestions:
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This part is for the parent or the attending adult:

Kindly write some of your observations on your child’s learning/study habits this week. Include also your
suggestions or if you have questions, feel free to write them here also.

MY PARENT/GUARDIAN’S FEEDBACK

Observation:
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Question (if there’s any):
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Suggestion/s:
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Cellphone No. ____________________

REFERENCES

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(n.d.). Retrieved from https://courses.lumenlearning.com/suny-esc-wm-englishcomposition1/chapter/text-
rhetoricalmodes/#:~:text=The%20four%20patterns%20noted%20above,as%20everyday%20thinking
%20and%20writing.

Ma. Joahna M. Estacio, P. (2016). In P. Ma. Joahna M. Estacio, Developing Reading & Writing Skills (pp. 38-42).
Quezon City: Phoenix Publishing House .

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