READING & WRITING

LEARNING MODULE 5: Week 5

PATTERNS OF DEVELOPMENT IN WRITING 2
Kinds and Uses of Patterns of Development in Writing
(Adapted from Quipper School)

Name:__________________ Grade & Section: ___________Score: ___________

Teacher: Date:___________

Learning Competency

Compare and contrast patterns of written texts across disciplines

Objectives

Distinguish among patterns of development in writing namely,

comparison and contrast, cause and effect, problem-solution, and process
analysis;
Differentiate the uses of those patterns in writing across disciplines;
Create short essays for each of the patterns of development in writing.

Let’s Understand

A paragraph that shows comparison and contrast has a unifying idea

or purpose. There must be a balance in such a way that there is an equal amount
of information for each subject to avoid bias. Take a look at the following example:

Da Vinci Michelangelo

Talented artist Yes Yes

Interested in anatomy Yes Yes

Style Feminine, Masculine,

light dark

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 In the example, Leonardo da Vinci and Michelangelo are compared and
contrasted to show both their greatness and individuality as artists. Their
similarities were mentioned first, followed by their differences.
There are three different ways to utilize the cause-and-effect writing
pattern: cause to effect, effect to cause, and consecutive cause and
effect.
2. Cause to Effect - In this pattern, the cause, which is either an event or action,
is stated right at the beginning of a paragraph, followed by statements on its
effects. This type of organization is best for explaining a single cause with
multiple effects. Salmonellosis is a type of food poisoning caused by Salmonella
enterica bacterium. People who are infected with such illness experience
abdominal cramps, fever, and diarrhea. Consequently, they suffer from severe
dehydration, vomiting, headaches, and body aches.

Furthermore, salmonellosis can lead to complications, such as Reiter’s

syndrome (reactive arthritis) and focal infection.

The topic sentence right at the beginning of the paragraph defines

salmonellosis, the cause. The rest of the sentences enumerate the effects of the
illness. The words consequently and furthermore are used to connect the ideas
between sentences.
3. Effect to cause - In this pattern, the effect is stated at the beginning of the
text, followed by sentences and paragraphs that explain further the causes. This
type of organization is best for presenting a single effect with different causes.
Global warming, the increase of Earth’s average surface temperature, is
happening. One of its major causes is the buildup of greenhouse gases in the
atmosphere. Those gases trap heat in the atmosphere, which keeps the Earth
warm. However, burning fossil fuels like coal, oil, and natural gas produces
more carbon dioxide, a greenhouse gas, in the atmosphere. Thus, more heat
is trapped in the atmosphere, and the Earth gets warmer than usual. Another
major cause of global warming is deforestation. When forests are burned,
large amounts of carbon are released into the atmosphere. Likewise, when
trees are cut down, much carbon dioxide from living things, some of which is
absorbed by the trees, goes to the atmosphere. Nitrogen-based fertilizers are
contributing to global warming, too. They are used in farming to stimulate
microbes in the soil. At a very fast rate, the microbes convert nitrogen to nitrous
oxide, a greenhouse gas that can trap more heat than carbon dioxide can.
Also, it destroys the ozone, Earth’s defense from ultraviolet light.

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 4. Consecutive cause and effect - In this type of organization, each cause has
its corresponding effect, and they are tackled one by one in a few sentences or
paragraphs. The writer explains each cause and effect completely before moving
on to the next pair of cause and effect.
American women gained status during World War II. Many of them took over
men’s jobs in factories and farms as men enlisted in the military. As a result, they
learned new skills and experienced work outside of their home. Women were also
allowed to serve in the military following the bombing of Pearl Harbor, so they felt the
pride of being in the military service. Lastly, because of the absence of men, women
made decisions for themselves and their families.

The following variations of the problem-solution pattern are problem-solution,

problem-cause-solution, and problem-process-solution.
I. Problem-solution - This is a pattern that has a straightforward
approach. The problem is stated simply, and a possible solution is given.
The fast-food chain Charlie’s Chicken wants to attract younger customers,
ages 13 to 17, to dine in their restaurants. The management is thinking of
launching a new mascot called Clucky, a cool and trendy anthropomorphic
chicken. This brand overhaul would be very expensive, though. So, they are
also exploring digital marketing options. Through the Web and social media,
the company can promote the brand at a lower cost.
II. Problem-cause-solution - In this pattern, the cause of the problem
is identified and analyzed before a possible solution is presented.
Women in science, technology, engineering, and mathematics (STEM) are
significantly underrepresented. The small number of women working in these
fields can be attributed to the prevailing attitudes of people in general about
the ideal career aspirations of women. Educating people then is a way to
change how they think and feel about women. Furthermore, the government
and public organizations should support programs that increase women’s
interest in the STEM fields

III. Problem-process-solution - This pattern discusses the process or

procedure extensively. The discussion addresses the problem while the
leaders are led to the solutions.
A study is set out to determine the effects of ultraviolet light on live cells. In an
experiment, a microbial sample will be subjected to UV light from a 24-watt
light bulb. After six hours, the sample will be analyzed.

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 The experiment aims to prove that the UV light causes irreparable DNA
damage that causes cell death. The results can be used to develop more
effective ways to protect human skin from the UV light from the sun.

Let’s Apply

Compare and contrast the two events below using a Venn Diagram to
show their similarities and differences on your answer sheet.
ECQ GCQ

Let’s Analyze

Complete the table below by filling in the possible effects of the given causes. Write
your answer on your answer sheet.

Causes Effects

1. continuous price and gas hikes

2. heavy rainfall for three consecutive

days

3. leaving all the lights on the

throughout the night

4. being soaked in the rain for

more than an hour

5. working under the sun for long

hours

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 Let’s Try

Read and answer the following questions on your answer sheet.

1. What is the purpose of the problem-solution pattern?

2. What is the purpose of the process analysis pattern of development?
3. How could one distinguish an instructional process analysis pattern from
an informative one?

Let’s Create

Goal

Your task is to write a two-paragraph essay that uses cause and effect or
problem- solution.

Role
You are a writer who is tasked to write an article for your school paper
about the latest updates on the Covid-19 pandemic.

Audience
Your audience are your schoolmates, teachers, and other members of your
family.

Situation
You are assigned to write a two-paragraph article that uses either cause-
effect or problem-solution on the latest updates about Covid-19 pandemic
in your community.

Standards and Criteria for Success

Your project will be graded using the rubric below:

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 Beginning Developing Accomplished
Criteria Score
(0-12 points) (13-16 points) (17-20 points)
The article has a The article has a
The article has no
thesis statement clear and concise
clear thesis
although it can still thesis statement.
statement. The
Content be improved. Some It has a clear
topic and
subtopics have no establishment of
subtopics have no
clear connection to the topic and
clear connection.
the topic. subtopics.
The article has a
smooth
There is no
Most of the ideas in transition from
smooth transition
the article have one point to
from one idea to
smooth transitions. another.
another. Three or
Organization One to two Relationships of
more transition
transition markers ideas are clearly
markers are
are inappropriately shown due to the
inappropriately
used. appropriate use
used.
of transition
markers.
There are four or
Language There two to three There are no
more errors in
(spelling, errors in spelling, errors in spelling,
spelling,
mechanics, mechanics, mechanics,
mechanics,
grammar, and grammar, and grammar, and
grammar, and
language usage) language usage. language usage.
language usage.
The article was
The article was The article was
submitted two to
submitted one day submitted on or
Punctuality three days after
after the given before the given
the given
deadline. deadline.
deadline.
The article has an The article has an The article has an
introduction, introduction, body, introduction,
Parts of an essay body, and and conclusion. It body, and
conclusion. It has has four conclusion. It has
three paragraphs. paragraphs. five paragraphs.
The group
The group
employed their
employed their
assigned pattern
Use of the The group did not assigned pattern;
throughout their
assigned pattern employ their however, the topic
article, and the
of development assigned pattern. chosen is not
topic is
suitable to the
appropriate for
pattern.
the pattern.
Score