RWS - Lesson 3

Lesson 3
prepared by: MS. MARY GRACE L. CUASAY

Objective:
At the end of the lesson, students will be able to:
a. identify the pattern of a paragraphs development by
examining its structure and purpose;
b. construct sentences and paragraphs in each pattern of
development
• A pattern of development in writing
refers to the particular strategy writers
use to develop ideas.
How many paragraphs are here in this essay?
First Paragraph
Second Paragraph
Third Paragraph
Fourth Paragraph
Fifth Paragraph
• A collection of related sentences with one
central/main idea.
• An independent unit, it is complete in itself. It
has its beginning, middle and end.
• It is a part of composition that is combined with
other paragraphs to make a larger composition.
Supporting sentences
gives specific details
relating to the main
idea.
• It is written account of an event or story, or
simply, storytelling.
• A basic strategy used by writers in presenting
action.
• The sequence of events is told in chronological
order.
• Focus on the most important thing you want the
reader to know.
• Help the readers follow the series of action,
through transitional words and phrases.
Ex. After, Finally, Moreover, As well as, In
addition, Suddenly, Also, On the other hand…
• Focus on the most important thing you want the
reader to know.
• Help the readers follow the series of action,
through transitional words and phrases.
Ex. After, Finally, Moreover, As well as, In
addition, Suddenly, Also, On the other hand…
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.
Answer the follow-up questions:
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?
• It provides a vibrant experience for the reader through
vivid language and descriptions of something.

• Use language that appeals to the reader’s five senses:
sight, smell, sound, taste, and touch.
The tree was tall and green.
The soft and damp pink flowers of the dogwood
tree smelled sweet in the cool spring air as the
wind whistled through its yellow-green leaves.
Complete the table by supplying words or phrases that best
describe the given subjects. Use any of your senses to provide
appropriate descriptions. Then answer the questions that follow.
SUBJECT SIGHT HEARING SMELL TASTE TOUCH
adobo
beachside
• It is used in explaining unfamiliar terms
• It explains a concept, term or subject.
• Its main purpose is to tell what something is.
• It can either be DENOTATION or CONOTATION
✓ DENOTATION - dictionary meaning of the word

Ex: Red Rose – red flower
✓ CONOTATION – secondary meaning of a word
and not necessarily included in the dictionary.
Ex: Red Rose – Symbol of love
1. Standard Definition – meaning that rarely changes and is
universally accepted (Right angle)
2. Regulatory Definition – the meaning assigned by an
organization (Definition of ECQ)
3. Personal Definition – the assigned meaning of the writer
himself (love, success, freedom)
4. Invented Definition – the meaning given to a word which is
newly-coined as already being used in the society (vlogger)
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?
• Exemplification (or illustration) is the most common and
effective pattern to explain an idea or point.
• In developing this kind of paragraph, the writer develops a
general statement –the topic sentence, with one or more
examples to support it.
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 subjects to groups or
categories based on their common and shared
characteristics.
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.
• It is use to show a reader the similarities and/or
differences between two subjects.
• COMPARISON – focuses on similarities

• CONTRAST – focuses on differences or ways
they are not alike
Compare and contrast the Junior
High School and Senior High School
way of study.
• It is strategy states or explains reasons why
things happen or explains the results of certain
phenomena.
Example: Many people think that they can get sick by going into
cold weather improperly dressed; however, illnesses are not
caused by temperature- they are caused by germs. So while
shivering outside in the cold probably won’t strengthen your
immune system, you’re more likely to contract an illness indoors
because you will have a greater exposure to germs.
CAUSE: Illness from germs outside.
EFFECT: When you are exposed outside, you’ll probably get sick.
Write the cause and the effect from each sentence.
1. Long ago humans used weapons because they needed
to find food.
2. Early hunter-gatherers learned to grow food, and as
a result, their lives became much easier.
3. Since it was so chilly and damp outside, Ahmed built a
big fire in his fireplace.
4. We went to the grocery store because we needed
milk, tortillas, and cheese.
5. Ernestina was getting very frustrated and angry
because none of her good ideas were being
recognized at work.
• It is a writing strategy which arranges the ideas
from the discussion of the problem of concern
to the outlining of the solutions.
Ex. Writing about the problems and solutions

about deforestation.
Write a topic of your choice with a
problem then solution.
• It intends to convince readers to do or believe
in something.
• It makes you consider both sides of an issue,
but it reveals a bias in favor of one side over
another.
Choose an item or a product that you
frequently use. Develop a persuasive
text by making a transcript for
product advertisement.

RWS - Lesson 3

Uploaded by

Copyright:

Available Formats

RWS - Lesson 3

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

RWS - Lesson 3

Uploaded by

Copyright:

Available Formats

Lesson 3

prepared by: MS. MARY GRACE L. CUASAY

vivid language and descriptions of something.

SUBJECT SIGHT HEARING SMELL TASTE TOUCH

✓ DENOTATION - dictionary meaning of the word

Some transitional expressions in writing effective

Some transitional expressions in writing effective

• COMPARISON – focuses on similarities

Ex. Writing about the problems and solutions

You might also like