NORTHWESTERN UNIVERSITY

BASIC EDUCATION DEPARTMENT

CONTENT: English 8; Afro-Asian Literature

CONTENT STANDARDS: The learner demonstrates understanding of: South and West
Asian literature as an expression of philosophical and religious beliefs; information flow
in various text types; reality, fantasy, and opinion in listening and viewing materials;
word decoding strategies; and use of information sources, active/passive constructions,
direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

PERFORMANCE STANDARDS: The learner transfers learning by composing a variety of

journalistic texts, the contents of which may be used in composing and delivering a
memorized oral speech featuring use of properly acknowledged information sources,
grammatical signals for opinion-making, persuasion, and emphasis, and appropriate
prosodic features, stance, and behavior

LEARNING COMPETENCY: Use appropriate grammatical signals or expressions suitable

to each pattern of idea development:

● general to particular

● claim and counterclaim

● problem-solution

● cause-effect and others

LESSON 1: Grammatical Signals or Expressions Suitable to Pattern of Idea Development

At the end of the lesson, the students will be able to:
a. identify the different Grammatical signals via choose in the box activity;
b. differentiate the pattern of idea development;
c. construct sentences using grammatical signals in connection with the pattern of
ideas; and
d. valuate the importance of grammatical signals suitable to pattern of idea
development.

English 8: Lesson 20: Q4-Module 1 1

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

INTRODUCTION
Patterns of organization can help your readers follow the ideas within
your essay and your paragraphs, but they can also work as methods of
development to help you recognize and further develop ideas and
relationships in your writing.

What is Grammatical Signal?

Grammatical signal is a writing device that serve

to maintain text coherence. They signal. relationship
between sentence by means of back reference through the
using of pronominal. forms, determiners, repetition of key
words, ellipsis, parallelism, synonyms and. superordination
(Saraka, 1988:111).

Coherence in text
In a coherent text, there are logical links between the words, sentences,
and paragraphs of the text.

Types of Grammatical Signals

1. Continuation Signal
a warning that there are more ideas to come.
Word examples:
 A final reason  Further  One reason
 Again  Furthermore  Other
 Also  In addition  Secondly
 And  Last of all  Similarly
 And finally  Likewise  Then
 Another  More  Too
 Besides  Moreover  With
 Equally important  Next
 First of all  Of equal importance

English 8: Lesson 20: Q4-Module 1 2

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

2. Change of Direction Signals

watch out, we’re doubling back.
Word examples:
 Admittedly  However  Rather
 Although  In contrast  Regardless
 But  In spite of  Still
 Conversely  Instead of  The opposite
 Despite  It is true  Though
 Different from  Nevertheless  To be sure
 doubtless  On the contrary  True
 Even though  On the other hand  While
 Granted  Otherwise  Yet

3.Sequence Signals
there is an order to these ideas.
Word examples:
 A, B, C  For one thing  Later
 After  From here on  Next
 Always  Gradually  Now
 As soon as  Hence  On time
 Before  In the end  Since
 During  In the first place  Then
 Earlier  Into (far into the  To begin with
 Finally night)  Until
 First, second, third  Last  While
 Last of all

4. Illustration Signals
here’s what that principle means in reality.
Word examples:
Another  In the same way as  Such as
 For example  Just as important  To be specific
 For instance  Moreover  To begin with
 For this purpose  Most important  To illustrate
 For this reason  Much like  To this end
 For these reasons  Similar to  With this in mind
 Furthermore  Similarly
 In addition  Specifically

5. Emphasis Signals
This is important.

English 8: Lesson 20: Q4-Module 1 3

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

Word examples:
 A central issue  By the way  Of course
 A distinctive quality  Especially important  Pay particular
 A key feature  Especially relevant attention to
 A major development  Especially valuable  Remember that
 A major event  First and foremost  Should be noted
 A primary concern  Important to note  The basic concept
 A significant factor  Importantly  The chief outcome
 A vital force  In fact  The crux of the
 Above all  Indeed matter
 Again  It all boils down to  The main value
 As a matter of fact  More than anything  The most substantial
 As has been noted else issue
 As I have said  Most noteworthy  The principle item
 Most of all  To be sure

6.Cause, Condition or Result Signals

condition or modification is coming up.
Word examples:
Accordingly  If…then  That
 Also  In order that/to  Then…if
 As a consequence  May be due to  Therefore
 As a result  Nevertheless  Thus
 Because of  Not only…but  Unless
 But  Of  Until
 Consequently  Resulting from  Whether
 Due to  Since  While
 For this reason  So  Without
 From  Hence  So that  Yet

7.Spatial Signals
this answers the “where” question
Word examples:
About  Beside  In front of
 Above  Between  Inside
 Across  Beyond  Into
 Adjacent  By  Left
 Alongside  Close to  Middle
 Around  East  Near
 Away  Far  Next to
 Behind  Here  North
 Below  In  On

English 8: Lesson 20: Q4-Module 1 4

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

 Opposite  Over  This

 Out  Right  Toward
 Outside  Side  Under
 Over  South  upon
 There  West
 These

8.Comparison-Contrast Signals
we will now compare idea A with idea B
Word examples:
Actually  Half  On the contrary
 Also  However  On the other hand
 Although  In contrast  Opposite
 Analogous to  In spite  Or
 And  Instead of  Rather
 And yet  In the same (like)  Same as
 As opposed to manner or way  Similar to
 As well as  Ironically  Similarly
 Best  Less  Still
 Better  Less than  Strangely enough
 But  Like  More than  Then
 Compared with  Most  Much as  Thought
 Conversely  Nevertheless   Too
 Different from Nonetheless  Unless
 Either…or  Now  While
 Even  Of course  Yet
 For all that  Of this

9. Fuzz Signals
Idea is not exact, or author is not positive and wishes to qualify a statement
.  Looks like  Reputed
Word examples:  Maybe  Seems like
 Alleged  Might  Should
 Almost  Nearly  Some
 Could  Probably  Sort of
 Except  Purported  Was reported
 If

English 8: Lesson 20: Q4-Module 1 5

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

10. Conclusion Signals

This ends the discussion and may have special importance.
Word examples:
As a result
 As I have stated  Hence  Last of all
 As you can see  In conclusion  On the whole
 Briefly  In fact  Therefore
 Consequently  In short  To repeat
 Finally  In summary  To sum up
 From this we see  In the end  Ultimately

11. Time Signals

-when is it happening?
Word examples:
After a short time  Immediately  Presently
 After awhile  In the meantime  Soon
 Afterward  Last  Subsequently
 Already  Lastly  The next week
 At last  Lately (month, day, year)
 At length  Later  Then
 At the same time  Little by little  Thereafter
 During  Next  Ultimately
 Final  Now  When
 Finally  Once  When
12. Dispute Signals
Word examples:
 It isn’t true that  Be that as it may  Many people claim
 People are wrong  By the same token  Many people suppose
who say that  No doubt  It used to be thought
 Deny that  We often hear it said  In any case.

13. Non-word Emphasis Signals

Word examples:

Exclamation point (!)  Subheads, like The  Numbered points (1,

 Underline Conclusion indentation 2, 3)
 Italics of paragraph  Very short sentence.
 Bold type  Graphic illustrations Stop War.
 “quotation marks”

English 8: Lesson 20: Q4-Module 1 6

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

CHECKPOINT 1: CHOOSE IN THE BOX

Identify the different types of grammatical signals by choosing your
answer in the box.

Continuation Signals Illustration Signals

Change of Direction Signals Cause, Condition or Result Signals

Sequence Signals Spatial Signals

Emphasis Signals Comparison-Contrast Signals

Fuzz Signals Conclusion Signals

Time Signals Dispute Signals

CONTINUATION SIGNALS 1. Texting while driving is dangerous, and

furthermore, it is also illegal.
SEQUENCE SIGNALS 2. Howard had to pull out of the driveway slowly
and gradually increase his speed.
COMPARISON-CONTRAST SIGNALS 3. In contrast one can expect courteous and
attentive efficiency from staff in German.
ILLUSTRATION SIGNALS 4. Some mutual funds do not participate in these
marketplaces for this reason

EMPHASIS SIGNALS 5. The key feature of aerobic degradation is the role of

dioxygen.

English 8: Lesson 20: Q4-Module 1 7

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

CHANGE OF DIRECTION SIGNALS 6. A high birth-rate is accompanied by high

mortality; conversely, when one is low, so is the other.
SPATIAL SIGNALS 7. We moved to adjacent land with a higher elevation in case
there was a tsunami after the earthquake.
COMPARISON-CONTRAST SIGNALS 8. Its constitutional origin was analogous to
that of the star chamber and the court of requests.
FUZZ SIGNALS 9. The mayor is alleged to have accepted bribes.
TIME SIGNALS 10. What are you going to hide from me that I
haven't already seen?
CAUSE, CONDITION OR RESULT SIGNALS 11. He didn't wake up early.
Consequently, he was late to work.
DISPUTE SIGNALS 12. No one could deny that Alex was a devoted husband and
father.
NON-WORD EMPHASIS SIGNALS 13. Stop war.
SEQUENCE SIGNALS 14. Places are strictly limited, so you should apply as soon
as possible.
CONTINUATION SIGNALS 15. It is found that the effects of heat transfer and
condensation are of equal importance in determining the melt rate.

Patterns of Idea Development

Patterns of organization can help your

readers follow the ideas within your essay and
your paragraphs, but they can also work as methods
of development to help you recognize and further
develop ideas and relationships in your writing. Here
are some strategies that can help you with both
organization and development in your essays.

Major Patterns of Organization

Read the following sentences:

1. Now take the pie out of the oven and let

it cool on the stovetop.
2. Mix the dry ingredients with the liquid ingredients.
3. Set the pie crust aside while you make the filling.

English 8: Lesson 20: Q4-Module 1 8

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

How did it feel to read the above list? A bit confusing, I would guess. That’s because
the steps for making a pie were not well organized, and the steps don’t include
enough detail for us to know exactly what we should do. (Like what are the dry and
liquid ingredients?) We all know that starting instructions from the beginning and
giving each detailed step in the order it should happen is vital to having a good
outcome, in this case a yummy pie! But it’s not always so simple to know how to
organize or develop ideas, and sometimes there’s more than one way, which
complicates things even further.

First, let’s take a look at a couple of ways to think about organization.

General to Specific or Specific to General

It might be useful to think about organizing your topic like a triangle:

https://openoregon.pressbooks.pub/

The first triangle represents starting with the most general, big picture information
first, moving then to more detailed and often more personal information later in the
paper. The second triangle represents an organizational structure that starts with
the specific, small scale information first and then moves to the more global, big
picture stuff.

English 8: Lesson 20: Q4-Module 1 9

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

1. General to Specific

For example, if your topic is air pollution in Manila,

Philippines an essay that uses the general-to-specific
organizational structure might begin this way:

Many people consider Manila, Philippines to be an

environmentally friendly, pollution-free place to live.
They would be shocked to know how many pollutants
are in the air causing a multitude of health problems in Manila’s citizens.

2. Specific to General

An essay that uses the specific-to-general structure

might start like this:

When Shamire moved to Manila, Philippines , with her

Parents , she expected to find a clean, pollution-free
city. She was shocked and angered when her father
was diagnosed with asthma caused by air pollution.

What’s the difference between these two introductions? And how might they appeal
to the intended audience for this essay (manila voters) in different ways?

The first introduction is looking at the big picture of the problem and mentions
pollution’s impact on all citizens in Manila, while the second introduction focuses on
one specific family.

The first helps readers see how vast the problem really is, and the second helps
connect readers to a real family, making an emotional appeal from the very
beginning. Neither introduction is necessarily better. You’ll choose one over the
other based on the kind of tone you’d like to create and how you’d like to affect your
audience. It’s completely up to you to make this decision.

Does the Triangle Mean the Essay Keeps Getting More Specific or
Broader until the Very End?

The triangle is kind of a general guide, meaning you’re allowed to

move around within it all you want.

English 8: Lesson 20: Q4-Module 1 10

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

For example, it’s possible that each of your paragraphs will be its own
triangle, starting with the general or specific and moving out or in. However, if you
begin very broadly, it might be effective to end your essay in a more specific,
personal way. And if you begin with a personal story, consider ending your essay by
touching on the global impact and importance of your topic.

Are There Other Ways to Think about Organizing My Ideas?

Yes! Rather than thinking about which of your ideas are most specific or personal or
which are more broad or universal, you might consider one of the following ways of
organizing your ideas:

 Most important information first (consider what you want readers to

focus on first)
 Chronological order (the order in time that events take place)
 Compare and contrast (ideas are organized together because of their
relationship to each other)

The section on Methods of Development, below, offers more detail about some of
these organizational patterns, along with some others.

Checkpoint 2: ESSAY
Checkpoint 2: Rubric for ESSAYS
8-10 Main Ideas are clear, Answer is appropriate to the question and the sentences are well
constructed and organized.
4-7 Main ideas are clear but are not well supported, answer is appropriate to the question but the
Content have one or two factual errors and most sentences are well constructed and organized.
2-3 The ideas are somewhat clear, answer is somewhat appropriate to the question and sentences
are somewhat organized.
1 The main ideas are not clear, content is unrelated to the question and sentences are not clear and
organized

English 8: Lesson 20: Q4-Module 1 11

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

Choose one of the following topics, and practice writing a few opening
sentences like we did above, once using the general-to-specific format and
once using the specific-to-general. Which do you like better? What audience
would be attracted to which one? How would you rewrite their sentences?
Why?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
______________________________

A. Write GS is the statement is General to Specific and write SG is the

statements is Specific to General
SG 1. The skills needed to write range from making the appropriate graphic marks,
through utilizing the resources of the chosen language, to anticipating the reactions
of the intended readers. The first skill area involves acquiring a writing system,
which may be alphabetic (as in European languages) or nonalphabetic (as in many
Asian languages). The second skill area requires selecting the appropriate grammar
and vocabulary to form acceptable sentences and then arranging them in
paragraphs. Third, writing involves thinking about the purpose of the text to be
composed and about its possible effects on the intended readership. One important
aspect of this last feature is the choice of a suitable style. Unlike speaking, writing is
a complex sociocognitive process that has to be acquired through years of training
or schooling (Swales & Feak, 1994, p. 34).

English 8: Lesson 20: Q4-Module 1 12

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

GS 2. Writing is a complex sociocognitive process involving the construction of

recorded messages on paper or on some other material, and, more recently, on a
computer screen. The skills needed to write range from making the appropriate
graphic marks, through utilizing the resources of the chosen language, to
anticipating the reactions of the intended readers. The first skill area involves
acquiring a writing system, which may be alphabetic (as in European languages) or
nonalphabetic (as in many Asian languages). The second skill area requires selecting
the appropriate grammar and vocabulary to form acceptable sentences and then
arranging them in paragraphs. Third, writing involves thinking about the purpose of
the text to be composed and about its possible effects on the intended readership.
One important aspect of this last feature is the choice of a suitable style. Because of
these characteristics, writing is not an innate natural ability like speaking but has to
be acquired through years of training or schooling (Swales & Feak, 1994, p. 34).

SG 3. This pattern usually means the first part of the essay looks at the context of
the research, and introduces important ideas or talks about the background of key
elements of the research.

GS 4. This pattern is probably one of the more common patterns in college writing.
GS 5. this pattern is characterized by a movement in your thinking from a
generalization to specific details.

SELF ASSESSMENT: Write an essay on the topic of “What is the use of

grammatical signals in my daily life as a student and what are the benefits
of these grammatical signals in creating a positive outcome on my studies”
with the use of the different grammatical signal. and convert that essay to the
Pattern of Idea development.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

English 8: Lesson 20: Q4-Module 1 13

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Job well done, Northwesternians!

English 8: Lesson 20: Q4-Module 1 14

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

Rubric for Essays

Trait 4 3 2 1
Focus & There is one clear, There is one There is one topic. The topic and
Details well-focused topic. Main clear, well-focused Main ideas are main ideas are not
ideas are clear and are topic. Main ideas are somewhat clear. clear.
well supported by clear but are not well
detailed and accurate supported by
information. detailed information.

Content Answer is Answer Conte relates Con unrelated

appropriate to the appropriate to nt
the to the tent to
question. Content is question. Content peripherall contains questio
factually correct. may y factual n.
have one or two question;
factual errors. significa
nt
errors.
Organization The introduction is The introduction The introduction There is no
inviting, states the main states the main topic states the main topic. clear introduction,
topic, and provides an and provides an A conclusion is structure, or
overview of the overview of the included. conclusion.
paper. paper. A conclusion
Information is is included.
relevant and
presented in a logical
order. The conclusion is
strong.

English 8: Lesson 20: Q4-Module 1 15

 NORTHWESTERN UNIVERSITY
BASIC EDUCATION DEPARTMENT

Word Choice Uses technical Accurate word Ordinary Limited

terminology appropriately choice. No more vocabulary; errors
and correctly. than 2 major errors word choice. Some impair
No major and a few minor serious errors (but communication.
grammatical or errors. they don’t impair
spelling errors. communication).
Sentence All sentences are well Most sentences Most sentences Sentences are
Structure, constructed and have are well constructed are well constructed, distractingly
Grammar, varied structure and and have varied but they have a repetitive, or are
Mechanics, length. The author makes structure and length. similar structure difficult to
no errors in grammar, The author makes a and/or length. The understand. The
Spelling
mechanics, and/or spelling. few errors in author makes several author makes
grammar, errors in grammar, numerous errors
mechanics, and/or mechanics, and/or in
spelling, but they do spelling that interfere
not interfere with with understanding. grammar,
understanding. mechanics, and/or
spelling that
interfere with
understanding.

Reference/s
Retrieved at…
https://aso-resources.une.edu.au/academic-writing/grammar/grammar/
https://quizlet.com/113820957/grammatical-signals-examples-flash-cards/#
https://www.cpp.edu/ramp/program-materials/recognizing-transitions.shtml
https://www.umgc.edu/current-students/learning-resources/writing-
center/online-guide-to-writing/tutorial/chapter3/ch3-10.html
Retrieved on: March 17,2021

English 8: Lesson 20: Q4-Module 1 16