1. Chapter 6: Recognizing Author’s Writing Patterns

2. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns2 An Analogy Football --A range of possible plays --A coach who decides which play to use --A quarterback who announces or signals the coach’s play to the team --The rest of the team who carry out the play --The formation the coach uses to line up the players so they can best carry out the play Reading --A range of possible ideas --An author who decides on the main idea to be presented --A main idea sentence (stated or implied) that expresses the author’s most important point in a paragraph --Details that support the main idea (make it more understandable) --A writing pattern (an organiza- tional pattern) the author uses to arrange the details in the most logical way -

3. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns3 List Pattern The author presents a group of items in no particular order because the order is not important. Clue words and signals include: and1, 2, 3 … also, tooa, b, c … anotherbullets () moreover, besidesasterisks (*) in additionwords that announce lists (such as first, second, third, etc.categories, kinds, types, ways, classes, furthergroups, parts, elements, characteristics, finallyfeatures, etc.)

4. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns4 Sequence Pattern The author presents a group of items in a specific order because the order is important. Clue words and signals include: first, second, third… progression now, then, next, finallyseries datesstages words that refer to timewhen, while 1, 2, 3 …before, prior to, during, after a, b, c …last, at last stepsprocess, spectrum, continuum phasesinstructions and directions Note that some signals (first, second, third; a, b, c; 1, 2, 3) are the same as for lists. Read the material carefully and decide whether the order is important. If the order is important, then the pattern is a sequence.

5. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns5 Definition Pattern The author presents an important term and discusses it throughout the paragraph. Clue words and signals include: words in bold printrefers to, is referred to as words in italicsthe term words in color is called is defined asby this we mean meansor (preceding a synonym) in other wordspunctuation that sets off a definition is, is known as or synonym, : ( ) [ ] – that is (i. e.)examples that illustrate the definition or meaning of a term

6. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns6 Cause-Effect Pattern The author presents cause(s), effect(s), or both. Causes are reasons; effects are results or outcomes. Clue words and signals include: CauseEffect the reason(s)thushence the cause(s)the result(s)as a consequence because, sincethe effect(s)on that account is due to [cause]the outcome[effect] is/was caused by was caused by [cause]consequentlyresulted in, results [cause] leads/led tothe final product[effect] is/was due to resulted from [cause]therefore[effect] resulted from

7. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns7 Questions that indicate the cause-effect pattern include: What causes [effect]? (The answer will be the cause.) Why does [effect] occur? (The answer will be the cause.) What is the reason for [effect]? (The answer will be the cause.) How can [effect] be explained? (The answer will be the cause.) What does [cause] lead to? (The answer will be the effect.)

8. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns8 Comparison/Contrast Pattern The author presents similarities (comparisons) between two or more things, contrasts (differences) between two or more things, or presents both similarities and differences. ComparisonContrast similarlyin contrastsome; others likewisehowevernonetheless bothas opposed to conversely same; alikewhereaswords that have opposite also while meanings (such as men and resemblesalthough women;ancient and modern) parallelsnevertheless in the same mannerinstead (of) in the same waydifferent; difference words that compareunlike; dissimilar (adjectives that describe rather than comparisons, such as on the one hand; on the other hand safer, slower, lighter, more valuable, less toxic, etc.)

9. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns9 Cadence for Authors’ Writing Patterns Paragraph patterns, there are five That authors use to organize. Order’s not important in a list; Just be sure no items are missed. In sequence, the order must be correct; From first to last, makes things connect.

10. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns10 Cadence (continued) Definition always defines a term That the author wants you to learn. Compare/contrast presents with ease Differences and similarities. Cause-effect helps all adults Understand reasons and results. These patterns help you analyze The ways that authors organize.

11. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns11 There won’t always be clue words or signals for the pattern in a paragraph. Some paragraphs (and longer selections) have a combination of patterns. This is know as a mixed pattern. Avoid viewing every paragraph as a list pattern. Ask yourself, “A list of what?” Take advantage of clue words in the main idea sentence (whether stated or implied) that indicate the author’s writing pattern. (“There are several effects of frostbite” or “Anorexia and bulimia are both eating disorders, but they have very different characteristics” or “The process of cell division consists of five distinct phases.” ) The Edge: Pointers from the Coach

12. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns12 The Edge (continued) Different readers may view the same paragraph as having a different pattern, but what matters is that each reader sees a pattern and has logical reasons for choosing that pattern. You will sometimes see a variation of the cause-effect pattern known as the problem-solution pattern. (A situation is causing a problem; it is having certain effects. Solutions will usually be presented as well.) In some subjects (history, science, etc.), certain patterns show up more often. Longer selections often have an overall pattern. When you need to learn information presented in a comparison/ contrast paragraph, put the information in the form of a chart.

13. Chapter 6 (con’t) Relationships within Sentences Authors also use many of the same clue words to indicate the relationship between information in a single sentence, or to show the connection between information in two consecutive sentences.

14. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns14 Clarification Authors use certain words to indicate that they are trying to make information in a sentence clearer or easier to understand. These include in other words, clearly, it is obvious, that is, as a matter of fact, in fact, evidently, and of course. Often a general or potentially confusing statement is followed by a clarification.

15. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns15 Example Authors use examples, specific incidences or illustrations, to help explain other, more general information in a sentence or paragraph. For this reason, the relationship is also referred to as “generalization and example.” To introduce examples, authors use for example, to illustrate, such as, are examples of, and for instance.

16. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns16 Addition Authors use the clue words for lists to signal that information is being added. That is, they use words such as and, also, further, in addition, equally, besides, next, moreover, furthermore, and finally. This pattern or relationship is also referred to as elaboration.

17. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns17 Sequence Authors use a sequence to present information in a specific order because the order is important. Events are given in the order in which they occurred or in order of importance. Clue words are those that refer to time, such as during the last century, next year, in the 1990s, at the start of the Middle Ages, specific dates, words such as first, second, then, next, last, before, after, at that time, during, formerly, now, soon, while, presently, when, later, followed by, and words such as sequence, process, steps, procedure, ranking, series, progression, etc. They may also use numbers, letters, or bullets when sequencing or ranking items. Narratives follow a sequence pattern since they tell a story.

18. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns18 Comparison Comparisons show similarities or likenesses. Clue words are as, like, similarly, likewise, same, similar, and in the same manner. Also watch for comparative forms of words, such as lesser, greater, highest, etc.

19. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns19 Contrast Contrasts focus on differences or opposites. Clue words include pairs of words that have opposite meanings (such as rich and poor), and words such as in contrast, but, although, however, yet, nevertheless, on the contrary, on the one hand, and on the other hand.

20. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns20 Cause-Effect Authors use words such as because, due to, since, and causes to indicate reasons, and words such as thus, therefore, as a result, consequently, result, outcome, lead to, resulted in, and hence to indicate results.

21. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns21 Problem-Solution The problem-solution pattern is actually just a variation of the cause- effect pattern. Authors use it when they want to present a problem and its solutions. They typically include the factors that lead to the problem and explain the significance of the problem so that readers understand why the problem is important. Solutions or recommendations for solving the problem may be tied to each of the specific causes. (The solution itself may be a sequence pattern, in which the author spells out a certain procedure or steps that must be followed to remedy a situation.) Watch for words such as problem (the cause of the difficulty), the significance (the effects of the problem; why it matters), and solutions.

22. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns22 Spatial Order Authors use words such as above, beyond, within, near, facing, next to, north, south, to the right, site, location, and so forth to describe the placement or location of one or more things. (A variation of this pattern is the description pattern.)

23. © 2008 McGraw-Hill Higher EducationChapter 6: Recognizing Author’s Writing Patterns23 Summary Some paragraphs simply review the important points presented earlier. The author condenses or consolidates them in a sentence or paragraph at the end of longer paragraph or selection. Sometimes the author draws an overall conclusion based on those major points, as well. To signal a summary or conclusion, authors use words such as in summary, in conclusion, in brief, thus, therefore, to summarize, to sum up, in short, and the point is.