TEN STEPS to ADVANCED READING SECOND EDITION This presentation should be viewed in “Slide Show” view to display properly. [Go to “Slide Show” pulldown menu and click on “Play from Start.”] Use the tab key, space bar, arrow keys, or page up/down to move through the slides. These slides are optimized for PowerPoint versions 12 (2007/2008) and 14 (2010/2011). If viewed in earlier versions of PowerPoint, some slides may not display properly.

TEN STEPS to ADVANCED READING SECOND EDITION TEN STEPS to ADVANCED READING John Langan © 2013 Townsend Press

Chapter 5 RELATIONSHIPS II

In Chapter 4, you saw two common types of relationships: CHAPTER 5 Relationships II In Chapter 4, you saw two common types of relationships: l Relationships that involve addition l Relationships that involve time This chapter explains four other types of relationships: l Relationships that involve illustration l Relationships that involve comparison and contrast See page 175 in textbook l Relationships that involve cause and effect l Relationships that involve a problem and solution

CHAPTER 5 Relationships II See page 175 in textbook Most of these relationships involve transitional words and phrases, which are like signs on the road that guide travelers.

1 Illustration Words That Show Illustration CHAPTER 5 Relationships II 1 Illustration Words That Show Illustration Which item below is easier to understand? A. Some common beliefs are really myths. Getting a chill will not give you a cold. B. Some common beliefs are really myths. For instance, getting a chill will not give you a cold. See page 176 in textbook ANSWER: B The next slide shows and explains the answer.

CHAPTER 5 Relationships II Illustration / Words That Show Illustration A. Some common beliefs are really myths. Getting a chill will not give you a cold. B. Some common beliefs are really myths. For instance, getting a chill will not give you a cold. See page 176 in textbook The second item is easier to follow. The words for instance make it clear that the belief a chill will lead to a cold is a myth.

CHAPTER 5 Relationships II Illustration / Words That Show Illustration For instance and other words and phrases like it are illustration words. B. Some common beliefs are really myths. For instance, getting a chill will not give you a cold. Illustration words indicate that an author will provide one or more examples to develop and clarify a given idea. See page 176 in textbook

Here are some common words that show illustration: CHAPTER 5 Relationships II Illustration / Words That Show Illustration Here are some common words that show illustration: Illustration Words Examples • Although they are children’s stories, famous fairy tales such as “Little Red Riding Hood” and “Snow White” are clearly filled with dark symbolic meanings. See page 176 in textbook • A number of famous historical figures, including Beethoven, Charles Dickens, and Winston Churchill, suffered from depression.

In these examples, notice how the illustration words CHAPTER 5 Relationships II Illustration / Words That Show Illustration In these examples, notice how the illustration words signal that one or more examples are coming. Examples • Although they are children’s stories, famous fairy tales such as “Little Red Riding Hood” and “Snow White” are clearly filled with dark symbolic meanings. See page 176 in textbook • A number of famous historical figures, including Beethoven, Charles Dickens, and Winston Churchill, suffered from depression.

The Definition and Example Pattern CHAPTER 5 Relationships II Illustration The Definition and Example Pattern See page 178 in textbook The definition and example pattern of organization includes just what its name suggests: a definition and one or more examples.

CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern See if you can arrange the following sentences in a logical order. Which sentence should come first? Second? Third? A. For instance, anyone who has ever played a card game such as hearts is familiar with the heuristic to “Get rid of high cards first.” B. Informal problems often call for a heuristic—a rule of thumb that suggests a course of action without guaranteeing an optimal solution. C. Another example is the situation in which a student tries to decide whether to take a particular course and follows the advice to “Ask friends how they liked the instructor.” See page 178 in textbook ANSWERS: 1-B, 2- A, 3-C The next slide shows and explains the answers.

The sentences should read as follows: CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern The sentences should read as follows: Informal problems often call for a heuristic—a rule of thumb that suggests a course of action without guaranteeing an optimal solution. For instance, anyone who has ever played a card game such as hearts is familiar with the heuristic to “Get rid of high cards first.” Another example is the situation in which a student tries to decide whether to take a particular course and follows the advice to “Ask friends how they liked the instructor.” Definition Example 1 Example 2 This paragraph begins with a definition of the word heuristic. See page 178 in textbook The second sentence gives an example introduced by the words For instance. The third sentence then provides another example, introduced by the words Another example.

CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern Informal problems often call for a heuristic—a rule of thumb that suggests a course of action without guaranteeing an optimal solution. For instance, anyone who has ever played a card game such as hearts is familiar with the heuristic to “Get rid of high cards first.” Another example is the situation in which a student tries to decide whether to take a particular course and follows the advice to “Ask friends how they liked the instructor.” See page 178 in textbook

An important study hint: CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern An important study hint: Textbook authors often take time to include key definitions. These ideas and terms are usually set off in italic or boldface type, and the definitions are signaled by such words as is, are, is called, termed, and refers to. Examples of Definitions in Textbooks • Sound bites are short snippets of information aimed at dramatizing a news story rather than explaining its meaning in a substantive way. • A decline in attention that occurs because a stimulus has become familiar is called habituation. • Tracking refers to the smooth movements of the eye used to follow the track of a moving object. See pages 178 and 179 in textbook

1) Write down key definitions. CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern If an author defines a term, you can assume that it is important enough to learn. So when reading and taking notes on a textbook, always do two things: 1) Write down key definitions. 2) Write down helpful examples of definitions. Examples of Definitions in Textbooks • Sound bites are short snippets of information aimed at dramatizing a news story rather than explaining its meaning in a substantive way. • A decline in attention that occurs because a stimulus has become familiar is called habituation. • Tracking refers to the smooth movements of the eye used to follow the track of a moving object. See pages 178 and 179 in textbook

The following paragraph defines a word and gives an example of it. CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern The following paragraph defines a word and gives an example of it. (1)The planning fallacy refers to the fact that people consistently overestimate how quickly and easily they will achieve a goal and underestimate the amount of time or effort that will be required to reach that goal. (2)In a study that examined the planning fallacy, college students were asked to list an academic project that had to be completed within the next week and to estimate when they intended to begin the project, when they expected to complete the project, and how many hours they expected to put into it. (3)A week later, the students were asked if they had completed the project and when. (4)Although all the students had estimated that they would complete the project comfortably in the time indicated, one week later more than half the projects remained incomplete. (5)Those that had been completed had typically taken, on average, nearly five days longer than had been estimated. (6)So much for planning! See pages 179 and 180 in textbook

What term is being defined? CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern What term is being defined? (1)The planning fallacy refers to the fact that people consistently overestimate how quickly and easily they will achieve a goal and underestimate the amount of time or effort that will be required to reach that goal. (2)In a study that examined the planning fallacy, college students were asked to list an academic project that had to be completed within the next week and to estimate when they intended to begin the project, when they expected to complete the project, and how many hours they expected to put into it. (3)A week later, the students were asked if they had completed the project and when. (4)Although all the students had estimated that they would complete the project comfortably in the time indicated, one week later more than half the projects remained incomplete. (5)Those that had been completed had typically taken, on average, nearly five days longer than had been estimated. (6)So much for planning! See pages 179 and 180 in textbook ANSWER: planning fallacy The next slide shows the answer.

What term is being defined? CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern What term is being defined? (1)The planning fallacy refers to the fact that people consistently overestimate how quickly and easily they will achieve a goal and underestimate the amount of time or effort that will be required to reach that goal. (2)In a study that examined the planning fallacy, college students were asked to list an academic project that had to be completed within the next week and to estimate when they intended to begin the project, when they expected to complete the project, and how many hours they expected to put into it. (3)A week later, the students were asked if they had completed the project and when. (4)Although all the students had estimated that they would complete the project comfortably in the time indicated, one week later more than half the projects remained incomplete. (5)Those that had been completed had typically taken, on average, nearly five days longer than had been estimated. (6)So much for planning! planning fallacy See pages 179 and 180 in textbook

Which sentence contains the definition? CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern Which sentence contains the definition? (1)The planning fallacy refers to the fact that people consistently overestimate how quickly and easily they will achieve a goal and underestimate the amount of time or effort that will be required to reach that goal. (2)In a study that examined the planning fallacy, college students were asked to list an academic project that had to be completed within the next week and to estimate when they intended to begin the project, when they expected to complete the project, and how many hours they expected to put into it. (3)A week later, the students were asked if they had completed the project and when. (4)Although all the students had estimated that they would complete the project comfortably in the time indicated, one week later more than half the projects remained incomplete. (5)Those that had been completed had typically taken, on average, nearly five days longer than had been estimated. (6)So much for planning! See pages 179 and 180 in textbook ANSWER: 1 The next slide shows the answer.

Which sentence contains the definition? CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern Which sentence contains the definition? (1)The planning fallacy refers to the fact that people consistently overestimate how quickly and easily they will achieve a goal and underestimate the amount of time or effort that will be required to reach that goal. (2)In a study that examined the planning fallacy, college students were asked to list an academic project that had to be completed within the next week and to estimate when they intended to begin the project, when they expected to complete the project, and how many hours they expected to put into it. (3)A week later, the students were asked if they had completed the project and when. (4)Although all the students had estimated that they would complete the project comfortably in the time indicated, one week later more than half the projects remained incomplete. (5)Those that had been completed had typically taken, on average, nearly five days longer than had been estimated. (6)So much for planning! Definition See pages 179 and 180 in textbook

In which sentence does the example begin? CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern In which sentence does the example begin? (1)The planning fallacy refers to the fact that people consistently overestimate how quickly and easily they will achieve a goal and underestimate the amount of time or effort that will be required to reach that goal. (2)In a study that examined the planning fallacy, college students were asked to list an academic project that had to be completed within the next week and to estimate when they intended to begin the project, when they expected to complete the project, and how many hours they expected to put into it. (3)A week later, the students were asked if they had completed the project and when. (4)Although all the students had estimated that they would complete the project comfortably in the time indicated, one week later more than half the projects remained incomplete. (5)Those that had been completed had typically taken, on average, nearly five days longer than had been estimated. (6)So much for planning! See pages 179 and 180 in textbook ANSWER: 2 The next slide shows and explains the answer.

In which sentence does the example begin? CHAPTER 5 Relationships II Illustration / The Definition and Example Pattern In which sentence does the example begin? (1)The planning fallacy refers to the fact that people consistently overestimate how quickly and easily they will achieve a goal and underestimate the amount of time or effort that will be required to reach that goal. (2)In a study that examined the planning fallacy, college students were asked to list an academic project that had to be completed within the next week and to estimate when they intended to begin the project, when they expected to complete the project, and how many hours they expected to put into it. (3)A week later, the students were asked if they had completed the project and when. (4)Although all the students had estimated that they would complete the project comfortably in the time indicated, one week later more than half the projects remained incomplete. (5)Those that had been completed had typically taken, on average, nearly five days longer than had been estimated. (6)So much for planning! See pages 179 and 180 in textbook The example begins in sentence 2 and continues through sentence 5.

2 Comparison and Contrast CHAPTER 5 Relationships II Comparison and Contrast 2 Comparison and Contrast Words That Show Comparison Which item below is easier to understand? A. As a fish swims, it moves its tail, applying force against the water. The water, in turn, propels the fish forward. In a rocket motor, forces are exerted by hot gases that accelerate out the tail end, propelling the rocket forward. B. As a fish swims, it moves its tail, applying force against the water. The water, in turn, propels the fish forward. Similarly, in a rocket motor, forces are exerted by hot gases that accelerate out the tail end, propelling the rocket forward. See page 181 in textbook ANSWER: B The next slide shows and explains the answer.

CHAPTER 5 Relationships II Comparison and Contrast / Words That Show Comparison A. As a fish swims, it moves its tail, applying force against the water. The water, in turn, propels the fish forward. In a rocket motor, forces are exerted by hot gases that accelerate out the tail end, propelling the rocket forward. B. As a fish swims, it moves its tail, applying force against the water. The water, in turn, propels the fish forward. Similarly, in a rocket motor, forces are exerted by hot gases that accelerate out the tail end, propelling the rocket forward. See page 181 in textbook In the second item, the transition word similarly makes it clear that the author is comparing two forces.

Similarly and words like it are comparison words. CHAPTER 5 Relationships II Comparison and Contrast / Words That Show Comparison Similarly and words like it are comparison words. B. As a fish swims, it moves its tail, applying force against the water. The water, in turn, propels the fish forward. Similarly, in a rocket motor, forces are exerted by hot gases that accelerate out the tail end, propelling the rocket forward. Comparison words signal similarities. Authors use a comparison transition to show that a second idea is like the first one in some way. See page 181 in textbook

Here are some common words that show comparison: CHAPTER 5 Relationships II Comparison and Contrast / Words That Show Comparison Here are some common words that show comparison: Comparison Words Examples • Very young and very old people resemble one another in their dependence upon those around them. See page 181 in textbook • Car manufacturers often show beautiful women with their products, as if to suggest that owning the car will bring social rewards. In the same way, alcohol ads typically show people in fun or romantic settings.

CHAPTER 5 Relationships II Comparison and Contrast / Words That Show Comparison Notice how these comparison words show that things are alike in some way. Examples • Very young and very old people resemble one another in their dependence upon those around them. See page 181 in textbook • Car manufacturers often show beautiful women with their products, as if to suggest that owning the car will bring social rewards. In the same way, alcohol ads typically show people in fun or romantic settings.

Words That Show Contrast CHAPTER 5 Relationships II Comparison and Contrast Words That Show Contrast Which item below is easier to understand? A. The movie was boring and pointless. It featured a talented cast and an award-winning screenwriter. B. The movie was boring and pointless even though it featured a talented cast and an award-winning screenwriter. See page 182 in textbook ANSWER: B The next slide shows and explains the answer.

CHAPTER 5 Relationships II Comparison and Contrast / Words That Show Contrast A. The movie was boring and pointless. It featured a talented cast and an award-winning screenwriter. B. The movie was boring and pointless even though it featured a talented cast and an award-winning screenwriter. See page 182 in textbook The first item is puzzling. What connection does the writer intend between the first and second sentences? The words even though in the second item make it clear that the writer is disappointed that the movie fell short despite its cast and screenwriter.

Even though and words and phrases like it are contrast words. CHAPTER 5 Relationships II Comparison and Contrast / Words That Show Contrast Even though and words and phrases like it are contrast words. B. The movie was boring and pointless even though it featured a talented cast and an award-winning screenwriter. Contrast words signal that an author is pointing out differences between subjects. A contrast word shows that two things differ in one or more ways. Contrast words also inform us that something is going to differ from what we might expect. See page 182 in textbook

Here are some common words that show contrast: CHAPTER 5 Relationships II Comparison and Contrast / Words That Show Contrast Here are some common words that show contrast: Contrast Words Examples • While mammals have internal mechanisms that regulate body temperature, cold-blooded animals such as lizards must regulate their temperature by external means, such as basking on warm sunny rocks. See page 183 in textbook • Corporate executives urged employees to buy the company’s stock despite the fact that they were selling it themselves.

CHAPTER 5 Relationships II Comparison and Contrast / Words That Show Contrast Notice how these contrast words signal that one idea is different from another idea. Examples • While mammals have internal mechanisms that regulate body temperature, cold-blooded animals such as lizards must regulate their temperature by external means, such as basking on warm sunny rocks. See page 183 in textbook • Corporate executives urged employees to buy the company’s stock despite the fact that they were selling it themselves.

The Comparison and/or Contrast Pattern CHAPTER 5 Relationships II Comparison and Contrast The Comparison and/or Contrast Pattern See page 184 in textbook Authors use a comparison pattern to show how two things are alike. Authors use a contrast pattern to show how two things are different.

CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern See page 184 in textbook Sometimes an author will compare and contrast in the same paragraph, pointing out both similarities and differences between two things.

CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern See if you can arrange the following sentences in a logical order. Which sentence should come first? Second? Third? A. However, gender differences remain in career choice and development. B. Women’s labor force participation is approaching that of men’s, with 60 percent of adult women (versus 74 percent of men) in the labor force. C. At present, married women still subordinate their career goals to their husbands’, especially when children are involved. See page 184 in textbook ANSWERS: 1-B, 2-A, 3-C The next slide shows and explains the answers.

The sentences should read as follows: CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern The sentences should read as follows: Women’s labor force participation is approaching that of men’s, with 60 percent of adult women (versus 74 percent of men) in the labor force. However, gender differences remain in career choice and development. At present, married women still subordinate their career goals to their husbands’, especially when children are involved. The paragraph begins with an introductory statement—that women’s labor force participation is becoming comparable to that of men’s. See page 184 in textbook The main idea, that gender differences remain, is then presented in the sentence beginning with the contrast word However. The sentence that starts with At present gives an example of a significant gender difference—that women will subordinate their career choices to their husbands’.

The main idea is stated in the first sentence. CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern The following paragraph will give you a better sense of the compare and/or contrast pattern. Men and women, of course, often have different concerns, so we might expect the content of their dreams to differ—and until recently, at least, that has been true. Typically, women have been more likely than men to dream about children, family members, familiar characters, friendly interactions, household objects, clothes, and indoor events. In contrast, men have been more likely than women to dream about strangers, weapons, violence, sexual activity, achievement, and outdoor events. But as the lives and concerns of the two sexes have become more similar, so have their dreams. In one recent study, the content of men’s and women’s dreams bore a close resemblance. Only two differences showed up: Men were more likely to dream about behaving aggressively, while women were more likely to dream about their anxieties. different See page 185 in textbook As is often the case, the main idea suggests a paragraph’s pattern of organization. Here the transition different is a hint that the paragraph may be organized as comparison or contrast (or both). The main idea is stated in the first sentence.

C. comparing and contrasting? CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern Men and women, of course, often have different concerns, so we might expect the content of their dreams to differ—and until recently, at least, that has been true. Typically, women have been more likely than men to dream about children, family members, familiar characters, friendly interactions, household objects, clothes, and indoor events. In contrast, men have been more likely than women to dream about strangers, weapons, violence, sexual activity, achievement, and outdoor events. But as the lives and concerns of the two sexes have become more similar, so have their dreams. In one recent study, the content of men’s and women’s dreams bore a close resemblance. Only two differences showed up: Men were more likely to dream about behaving aggressively, while women were more likely to dream about their anxieties. See page 185 in textbook ANSWER: C The next slide shows the answer. Is the paragraph A. comparing? B. contrasting? C. comparing and contrasting?

C. comparing and contrasting? 3 CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern Men and women, of course, often have different concerns, so we might expect the content of their dreams to differ—and until recently, at least, that has been true. Typically, women have been more likely than men to dream about children, family members, familiar characters, friendly interactions, household objects, clothes, and indoor events. In contrast, men have been more likely than women to dream about strangers, weapons, violence, sexual activity, achievement, and outdoor events. But as the lives and concerns of the two sexes have become more similar, so have their dreams. In one recent study, the content of men’s and women’s dreams bore a close resemblance. Only two differences showed up: Men were more likely to dream about behaving aggressively, while women were more likely to dream about their anxieties. See page 185 in textbook Is the paragraph A. comparing? B. contrasting? C. comparing and contrasting? 3

What two things are being compared and contrasted? CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern Men and women, of course, often have different concerns, so we might expect the content of their dreams to differ—and until recently, at least, that has been true. Typically, women have been more likely than men to dream about children, family members, familiar characters, friendly interactions, household objects, clothes, and indoor events. In contrast, men have been more likely than women to dream about strangers, weapons, violence, sexual activity, achievement, and outdoor events. But as the lives and concerns of the two sexes have become more similar, so have their dreams. In one recent study, the content of men’s and women’s dreams bore a close resemblance. Only two differences showed up: Men were more likely to dream about behaving aggressively, while women were more likely to dream about their anxieties. See page 185 in textbook ANSWER: Men’s dreams and women’s dreams. The next slide shows and explains the answer. What two things are being compared and contrasted?

What two things are being compared and contrasted? CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern Men and women, of course, often have different concerns, so we might expect the content of their dreams to differ—and until recently, at least, that has been true. Typically, women have been more likely than men to dream about children, family members, familiar characters, friendly interactions, household objects, clothes, and indoor events. In contrast, men have been more likely than women to dream about strangers, weapons, violence, sexual activity, achievement, and outdoor events. But as the lives and concerns of the two sexes have become more similar, so have their dreams. In one recent study, the content of men’s and women’s dreams bore a close resemblance. Only two differences showed up: Men were more likely to dream about behaving aggressively, while women were more likely to dream about their anxieties. See page 185 in textbook What two things are being compared and contrasted? Men’s dreams and women’s dreams. 3

CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern Men and women, of course, often have different concerns, so we might expect the content of their dreams to differ—and until recently, at least, that has been true. Typically, women have been more likely than men to dream about children, family members, familiar characters, friendly interactions, household objects, clothes, and indoor events. In contrast, men have been more likely than women to dream about strangers, weapons, violence, sexual activity, achievement, and outdoor events. But as the lives and concerns of the two sexes have become more similar, so have their dreams. In one recent study, the content of men’s and women’s dreams bore a close resemblance. Only two differences showed up: Men were more likely to dream about behaving aggressively, while women were more likely to dream about their anxieties. See page 185 in textbook ANSWER: Eight. Two comparison, six contrast. The next slide shows and explains the answer. How many comparison and/or contrast signal words are used in this paragraph?

Eight comparison and/or contrast words are used. 3 CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern Men and women, of course, often have different concerns, so we might expect the content of their dreams to differ—and until recently, at least, that has been true. Typically, women have been more likely than men to dream about children, family members, familiar characters, friendly interactions, household objects, clothes, and indoor events. In contrast, men have been more likely than women to dream about strangers, weapons, violence, sexual activity, achievement, and outdoor events. But as the lives and concerns of the two sexes have become more similar, so have their dreams. In one recent study, the content of men’s and women’s dreams bore a close resemblance. Only two differences showed up: Men were more likely to dream about behaving aggressively, while women were more likely to dream about their anxieties. different differ In contrast But similar resemblance differences while See page 185 in textbook Eight comparison and/or contrast words are used. 3 Two comparison transitions are used. Six contrast transitions are used.

CHAPTER 5 Relationships II Comparison and Contrast / The Comparison and/or Contrast Pattern Men and women, of course, often have different concerns, so we might expect the content of their dreams to differ—and until recently, at least, that has been true. Typically, women have been more likely than men to dream about children, family members, familiar characters, friendly interactions, household objects, clothes, and indoor events. In contrast, men have been more likely than women to dream about strangers, weapons, violence, sexual activity, achievement, and outdoor events. But as the lives and concerns of the two sexes have become more similar, so have their dreams. In one recent study, the content of men’s and women’s dreams bore a close resemblance. Only two differences showed up: Men were more likely to dream about behaving aggressively, while women were more likely to dream about their anxieties. See page 185 in textbook

3 Cause and Effect Words That Show Cause and Effect CHAPTER 5 Relationships II Cause and Effect 3 Cause and Effect Words That Show Cause and Effect Which item below is easier to understand? A. The best time to buy a car is near the end of the month. Car dealers often have a monthly quota of cars to sell. B. The best time to buy a car is near the end of the month because car dealers often have a monthly quota of cars to sell. See page 187 in textbook ANSWER: B The next slide shows and explains the answer.

CHAPTER 5 Relationships II Cause and Effect / Words That Show Cause and Effect A. The best time to buy a car is near the end of the month. Car dealers often have a monthly quota of cars to sell. B. The best time to buy a car is near the end of the month because car dealers often have a monthly quota of cars to sell. See page 187 in textbook In the second item, the word because makes very clear just why the end of the month is the best time to buy a car.

Because and words like it are cause and effect words. CHAPTER 5 Relationships II Cause and Effect / Words That Show Cause and Effect Because and words like it are cause and effect words. B. The best time to buy a car is near the end of the month because car dealers often have a monthly quota of cars to sell. Cause and effect words signal that the author is explaining the reason that something happened or the result of something happening. See page 187 in textbook

Here are some common words that show cause and effect: CHAPTER 5 Relationships II Cause and Effect / Words That Show Cause and Effect Here are some common words that show cause and effect: Cause and Effect Words Examples • Young babies have weak necks and relatively heavy heads. Consequently, it is important to support the baby’s head firmly when you hold him or her. See page 187 in textbook • Do not refrigerate potatoes. The reason is that a potato’s starch will turn to sugar at low temperatures, making the vegetable taste odd.

CHAPTER 5 Relationships II Cause and Effect / Words That Show Cause and Effect Notice how these cause and effect words introduce a reason for something or the results of something. Examples • Young babies have weak necks and relatively heavy heads. Consequently, it is important to support the baby’s head firmly when you hold him or her. See page 187 in textbook • Do not refrigerate potatoes. The reason is that a potato’s starch will turn to sugar at low temperatures, making the vegetable taste odd.

The Cause and Effect Pattern CHAPTER 5 Relationships II Cause and Effect The Cause and Effect Pattern See page 188 in textbook Information in a cause-effect pattern addresses the questions “Why does a behavior or event happen?” and/or “What are the results of a behavior or event?” An author may then discuss causes, or effects, or both causes and effects.

CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern See if you can arrange the following sentences in a logical order. Which sentence should come first? Second? Third? A. Also, unemployment leads to an increased rate of attempted and completed suicides. B. Not only can it cause economic distress; it can result in health problems and psychological difficulties as well. C. Losing one’s job is difficult at best and devastating at worst. See pages 188 and 189 in textbook ANSWERS: 1-C, 2-B, 3-A The next three slides show and explain the answer.

The sentences should read as follows: CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern The sentences should read as follows: Losing one’s job is difficult at best and devastating at worst. Not only can it cause economic distress; it can result in health problems and psychological difficulties as well. Also, unemployment leads to an increased rate of attempted and completed suicides. cause result in leads to As the words cause, result in, and leads to suggest, this paragraph is organized in a cause and effect pattern. See pages 188 and 189 in textbook

CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern Losing one’s job is difficult at best and devastating at worst. Not only can it cause economic distress; it can result in health problems and psychological difficulties as well. Also, unemployment leads to an increased rate of attempted and completed suicides. As the words cause, result in, and leads to suggest, this paragraph is organized in a cause and effect pattern. The paragraph begins with the general idea: “Losing one’s job is difficult at best and devastating at worst.” “Losing one’s job” is the cause. See pages 188 and 189 in textbook The next two sentences give a detailed explanation of the results of losing one’s job: economic distress, health problems, psychological difficulties, increased suicide rate.

Cause: Losing one’s job CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern Losing one’s job is difficult at best and devastating at worst. Not only can it cause economic distress; it can result in health problems and psychological difficulties as well. Also, unemployment leads to an increased rate of attempted and completed suicides. Cause: Losing one’s job See pages 188 and 189 in textbook Effect: Economic distress Effect: Health problems Effect: Psychological difficulties Effect: Increased suicide rate

Cause: Losing one’s job CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern Losing one’s job is difficult at best and devastating at worst. Not only can it cause economic distress; it can result in health problems and psychological difficulties as well. Also, unemployment leads to an increased rate of attempted and completed suicides. Cause: Losing one’s job See pages 188 and 189 in textbook Effect: Economic distress Effect: Health problems Effect: Psychological difficulties Effect: Increased suicide rate

CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern The following paragraph describes one effect that is supported by three causes. During the 1950s and 1960s, airports, bus terminals, and train stations often charged patrons to use the toilet. People would have to pay a ten- to twenty-five-cent fee before they entered a stall. Owners hoped that the fee would help pay for the cost of keeping the restrooms clean. But for several reasons, pay toilets failed miserably. For one thing, they angered patrons. People accustomed to accessing a restroom for free became upset when they discovered they had to pay. Many outraged bathroom-users vandalized the stalls and trashed the rooms in response, making cleanup even more expensive. In addition, pay toilets caused more trouble than they were worth. Employees had to be called in so often to fix broken locks that companies gradually realized the extra work wasn’t worth a few more dollars. A final explanation why pay toilets failed is that they triggered lawsuits from women’s groups who claimed the toilets were unfair because females were forced to pay regardless while males could use the urinals for free. Rather than spending money on high maintenance and lawsuits, companies opened the bathrooms for free use. See pages 189 and 190 in textbook

What is the single effect being discussed in the paragraph? CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern What is the single effect being discussed in the paragraph? During the 1950s and 1960s, airports, bus terminals, and train stations often charged patrons to use the toilet. People would have to pay a ten- to twenty-five-cent fee before they entered a stall. Owners hoped that the fee would help pay for the cost of keeping the restrooms clean. But for several reasons, pay toilets failed miserably. For one thing, they angered patrons. People accustomed to accessing a restroom for free became upset when they discovered they had to pay. Many outraged bathroom-users vandalized the stalls and trashed the rooms in response, making cleanup even more expensive. In addition, pay toilets caused more trouble than they were worth. Employees had to be called in so often to fix broken locks that companies gradually realized the extra work wasn’t worth a few more dollars. A final explanation why pay toilets failed is that they triggered lawsuits from women’s groups who claimed the toilets were unfair because females were forced to pay regardless while males could use the urinals for free. Rather than spending money on high maintenance and lawsuits, companies opened the bathrooms for free use. See pages 189 and 190 in textbook ANSWER: The failure of pay toilets The next slide shows and explains the answer.

The failure of pay toilets CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern What is the single effect being discussed in the paragraph? During the 1950s and 1960s, airports, bus terminals, and train stations often charged patrons to use the toilet. People would have to pay a ten- to twenty-five-cent fee before they entered a stall. Owners hoped that the fee would help pay for the cost of keeping the restrooms clean. But for several reasons, pay toilets failed miserably. For one thing, they angered patrons. People accustomed to accessing a restroom for free became upset when they discovered they had to pay. Many outraged bathroom-users vandalized the stalls and trashed the rooms in response, making cleanup even more expensive. In addition, pay toilets caused more trouble than they were worth. Employees had to be called in so often to fix broken locks that companies gradually realized the extra work wasn’t worth a few more dollars. A final explanation why pay toilets failed is that they triggered lawsuits from women’s groups who claimed the toilets were unfair because females were forced to pay regardless while males could use the urinals for free. Rather than spending money on high maintenance and lawsuits, companies opened the bathrooms for free use. reasons See pages 189 and 190 in textbook The failure of pay toilets 3 The effect is stated as the paragraph’s main idea. The word reasons suggests a cause and effect pattern.

What are the three causes discussed? CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern What are the three causes discussed? During the 1950s and 1960s, airports, bus terminals, and train stations often charged patrons to use the toilet. People would have to pay a ten- to twenty-five-cent fee before they entered a stall. Owners hoped that the fee would help pay for the cost of keeping the restrooms clean. But for several reasons, pay toilets failed miserably. For one thing, they angered patrons. People accustomed to accessing a restroom for free became upset when they discovered they had to pay. Many outraged bathroom-users vandalized the stalls and trashed the rooms in response, making cleanup even more expensive. In addition, pay toilets caused more trouble than they were worth. Employees had to be called in so often to fix broken locks that companies gradually realized the extra work wasn’t worth a few more dollars. A final explanation why pay toilets failed is that they triggered lawsuits from women’s groups who claimed the toilets were unfair because females were forced to pay regardless while males could use the urinals for free. Rather than spending money on high maintenance and lawsuits, companies opened the bathrooms for free use. See pages 189 and 190 in textbook ANSWERS: 1-They angered patrons. 2-They caused more trouble than they were worth. 3-They triggered lawsuits from women’s groups. The next slide shows and explains the answers.

What are the three causes discussed? CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern What are the three causes discussed? During the 1950s and 1960s, airports, bus terminals, and train stations often charged patrons to use the toilet. People would have to pay a ten- to twenty-five-cent fee before they entered a stall. Owners hoped that the fee would help pay for the cost of keeping the restrooms clean. But for several reasons, pay toilets failed miserably. For one thing, they angered patrons. People accustomed to accessing a restroom for free became upset when they discovered they had to pay. Many outraged bathroom-users vandalized the stalls and trashed the rooms in response, making cleanup even more expensive. In addition, pay toilets caused more trouble than they were worth. Employees had to be called in so often to fix broken locks that companies gradually realized the extra work wasn’t worth a few more dollars. A final explanation why pay toilets failed is that they triggered lawsuits from women’s groups who claimed the toilets were unfair because females were forced to pay regardless while males could use the urinals for free. Rather than spending money on high maintenance and lawsuits, companies opened the bathrooms for free use. 1 2 3 See pages 189 and 190 in textbook They angered patrons. 1 They caused more trouble than they were worth. 2 They triggered lawsuits from women’s groups. 3

What three cause and effect transitions are used in the paragraph? CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern What three cause and effect transitions are used in the paragraph? During the 1950s and 1960s, airports, bus terminals, and train stations often charged patrons to use the toilet. People would have to pay a ten- to twenty-five-cent fee before they entered a stall. Owners hoped that the fee would help pay for the cost of keeping the restrooms clean. But for several reasons, pay toilets failed miserably. For one thing, they angered patrons. People accustomed to accessing a restroom for free became upset when they discovered they had to pay. Many outraged bathroom-users vandalized the stalls and trashed the rooms in response, making cleanup even more expensive. In addition, pay toilets caused more trouble than they were worth. Employees had to be called in so often to fix broken locks that companies gradually realized the extra work wasn’t worth a few more dollars. A final explanation why pay toilets failed is that they triggered lawsuits from women’s groups who claimed the toilets were unfair because females were forced to pay regardless while males could use the urinals for free. Rather than spending money on high maintenance and lawsuits, companies opened the bathrooms for free use. See pages 189 and 190 in textbook ANSWERS: 1-reasons, 2-caused, 3-explanation The next slide shows and explains the answers.

What three cause and effect transitions are used in the paragraph? CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern What three cause and effect transitions are used in the paragraph? During the 1950s and 1960s, airports, bus terminals, and train stations often charged patrons to use the toilet. People would have to pay a ten- to twenty-five-cent fee before they entered a stall. Owners hoped that the fee would help pay for the cost of keeping the restrooms clean. But for several reasons, pay toilets failed miserably. For one thing, they angered patrons. People accustomed to accessing a restroom for free became upset when they discovered they had to pay. Many outraged bathroom-users vandalized the stalls and trashed the rooms in response, making cleanup even more expensive. In addition, pay toilets caused more trouble than they were worth. Employees had to be called in so often to fix broken locks that companies gradually realized the extra work wasn’t worth a few more dollars. A final explanation why pay toilets failed is that they triggered lawsuits from women’s groups who claimed the toilets were unfair because females were forced to pay regardless while males could use the urinals for free. Rather than spending money on high maintenance and lawsuits, companies opened the bathrooms for free use. reasons caused explanation See pages 189 and 190 in textbook

Effect: The failure of pay toilets CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern During the 1950s and 1960s, airports, bus terminals, and train stations often charged patrons to use the toilet. People would have to pay a ten- to twenty-five-cent fee before they entered a stall. Owners hoped that the fee would help pay for the cost of keeping the restrooms clean. But for several reasons, pay toilets failed miserably. For one thing, they angered patrons. People accustomed to accessing a restroom for free became upset when they discovered they had to pay. Many outraged bathroom-users vandalized the stalls and trashed the rooms in response, making cleanup even more expensive. In addition, pay toilets caused more trouble than they were worth. Employees had to be called in so often to fix broken locks that companies gradually realized the extra work wasn’t worth a few more dollars. A final explanation why pay toilets failed is that they triggered lawsuits from women’s groups who claimed the toilets were unfair because females were forced to pay regardless while males could use the urinals for free. Rather than spending money on high maintenance and lawsuits, companies opened the bathrooms for free use. See pages 189 and 190 in textbook Cause: They angered patrons. Cause: They caused more trouble than they were worth. Cause: They triggered lawsuits from women’s groups. Effect: The failure of pay toilets

Effect: The failure of pay toilets CHAPTER 5 Relationships II Cause and Effect / The Cause and Effect Pattern During the 1950s and 1960s, airports, bus terminals, and train stations often charged patrons to use the toilet. People would have to pay a ten- to twenty-five-cent fee before they entered a stall. Owners hoped that the fee would help pay for the cost of keeping the restrooms clean. But for several reasons, pay toilets failed miserably. For one thing, they angered patrons. People accustomed to accessing a restroom for free became upset when they discovered they had to pay. Many outraged bathroom-users vandalized the stalls and trashed the rooms in response, making cleanup even more expensive. In addition, pay toilets caused more trouble than they were worth. Employees had to be called in so often to fix broken locks that companies gradually realized the extra work wasn’t worth a few more dollars. A final explanation why pay toilets failed is that they triggered lawsuits from women’s groups who claimed the toilets were unfair because females were forced to pay regardless while males could use the urinals for free. Rather than spending money on high maintenance and lawsuits, companies opened the bathrooms for free use. See pages 189 and 190 in textbook Cause: They angered patrons. Cause: They caused more trouble than they were worth. Cause: They triggered lawsuits from women’s groups. Effect: The failure of pay toilets

CHAPTER 5 Relationships II Problem and Solution 4 Problem and Solution What is the relationship between these two sentences? Speaking in front of a class is something that terrifies many students. Practicing in front of friends or with a video camera may prevent you from freezing up on the day of the presentation. See page 192 in textbook ANSWER: Problem and solution The next slide shows and explains the answer.

What is the relationship between these two sentences? CHAPTER 5 Relationships II Problem and Solution What is the relationship between these two sentences? Speaking in front of a class is something that terrifies many students. Practicing in front of friends or with a video camera may prevent you from freezing up on the day of the presentation. Problem Solution See page 192 in textbook Problem and Solution 3

CHAPTER 5 Relationships II Problem and Solution Unlike the relationship patterns we have studied so far, the relationship of problem to solution does not involve transitional words or phrases. Rather, the relationship usually involves an action that is taken to correct or resolve a negative situation. See page 192 in textbook

CHAPTER 5 Relationships II Problem and Solution Examples • Every year, tens of millions of trees have to be cut down to provide the paper that goes into book manufacturing. Problem Electronic readers such as the Kindle, Nook, and iPad have decreased the need for paper in the book publishing industry. Solution • During the War of 1812, the British burned Washington, D.C., destroying the Library of Congress. Problem Thomas Jefferson immediately offered his entire library of 6,487 books to create a new national library. Solution See page 192 in textbook Notice how the second sentence offers a solution to the negative situation (problem) stated in the first sentence.

The Problem and Solution Pattern CHAPTER 5 Relationships II Problem and Solution The Problem and Solution Pattern Information in a problem-solution pattern addresses the questions “What problem is occurring or has occurred?” and “What action or actions have been taken to solve the problem?” See page 194 in textbook

CHAPTER 5 Relationships II Problem and Solution / The Problem and Solution Pattern See if you can arrange the following sentences in a logical order. Which sentence should come first? Second? Third? A. Most try to quit “cold turkey”—that is, they decide simply not to smoke again. B. Smokers who decide to quit must break through both physical addiction to nicotine and the habit of lighting up at certain times of day. C. Others use nicotine replacement products such as nicotine chewing gum and the nicotine patch. See page 194 in textbook ANSWERS: 1-B, 2-A, 3-C The next slide shows and explains the answers.

The sentences should read as follows: CHAPTER 5 Relationships II Problem and Solution / The Problem and Solution Pattern The sentences should read as follows: Smokers who decide to quit must break through both physical addiction to nicotine and the habit of lighting up at certain times of day. Most try to quit “cold turkey”—that is, they decide simply not to smoke again. Others use nicotine replacement products such as nicotine chewing gum and the nicotine patch. Problem Solution 1 Solution 2 The first sentence introduces the problem—that it is difficult to quit smoking. The second sentence offers one solution to the problem of quitting smoking. See page 194 in textbook The third sentence offers another solution to the problem.

The following paragraph uses the problem-solution pattern. CHAPTER 5 Relationships II Problem and Solution / The Problem and Solution Pattern The following paragraph uses the problem-solution pattern. During major earthquakes, most casualties occur when buildings collapse. There are two ways to keep buildings from collapsing during earthquakes. One way is to make them stronger, using higher-grade building materials. Another way is to make them more flexible, so they sway and slide above the shaking ground rather than crumbling. The latter technology employs an idea called “base isolation.” With base isolation, buildings don’t sit directly on the ground, but rather float on systems of ball bearings, springs, and padded cylinders. In the event of a major earthquake, they sway up to a few feet rather than collapse. The buildings are surrounded by “moats,” or buffer zones, so they don’t swing into other structures. Earthquake-resistant buildings save lives. When an 8.8-magnitude earthquake struck Chile in February 2010, it killed far fewer people (about 700) than a 7.0-magnitude earthquake that struck Haiti a month earlier. The reason was that Chile, a richer and more industrialized nation, had far more buildings that were built to withstand earthquakes than did Haiti. See page 194 in textbook

What is problem being discussed in the paragraph? CHAPTER 5 Relationships II Problem and Solution / The Problem and Solution Pattern What is problem being discussed in the paragraph? During major earthquakes, most casualties occur when buildings collapse. There are two ways to keep buildings from collapsing during earthquakes. One way is to make them stronger, using higher-grade building materials. Another way is to make them more flexible, so they sway and slide above the shaking ground rather than crumbling. The latter technology employs an idea called “base isolation.” With base isolation, buildings don’t sit directly on the ground, but rather float on systems of ball bearings, springs, and padded cylinders. In the event of a major earthquake, they sway up to a few feet rather than collapse. The buildings are surrounded by “moats,” or buffer zones, so they don’t swing into other structures. Earthquake-resistant buildings save lives. When an 8.8-magnitude earthquake struck Chile in February 2010, it killed far fewer people (about 700) than a 7.0-magnitude earthquake that struck Haiti a month earlier. The reason was that Chile, a richer and more industrialized nation, had far more buildings that were built to withstand earthquakes than did Haiti. See pages 194 and 195 in textbook ANSWER: The fact that buildings collapse during earthquakes, causing casualties. The next slide shows and explains the answer.

The problem is stated in the first sentence. CHAPTER 5 Relationships II Problem and Solution / The Problem and Solution Pattern Problem During major earthquakes, most casualties occur when buildings collapse. There are two ways to keep buildings from collapsing during earthquakes. One way is to make them stronger, using higher-grade building materials. Another way is to make them more flexible, so they sway and slide above the shaking ground rather than crumbling. The latter technology employs an idea called “base isolation.” With base isolation, buildings don’t sit directly on the ground, but rather float on systems of ball bearings, springs, and padded cylinders. In the event of a major earthquake, they sway up to a few feet rather than collapse. The buildings are surrounded by “moats,” or buffer zones, so they don’t swing into other structures. Earthquake-resistant buildings save lives. When an 8.8-magnitude earthquake struck Chile in February 2010, it killed far fewer people (about 700) than a 7.0-magnitude earthquake that struck Haiti a month earlier. The reason was that Chile, a richer and more industrialized nation, had far more buildings that were built to withstand earthquakes than did Haiti. See pages 194 and 195 in textbook 3 The fact that buildings collapse during earthquakes, causing casualties. The problem is stated in the first sentence.

What are the two solutions to the problem? CHAPTER 5 Relationships II Problem and Solution / The Problem and Solution Pattern What are the two solutions to the problem? During major earthquakes, most casualties occur when buildings collapse. There are two ways to keep buildings from collapsing during earthquakes. One way is to make them stronger, using higher-grade building materials. Another way is to make them more flexible, so they sway and slide above the shaking ground rather than crumbling. The latter technology employs an idea called “base isolation.” With base isolation, buildings don’t sit directly on the ground, but rather float on systems of ball bearings, springs, and padded cylinders. In the event of a major earthquake, they sway up to a few feet rather than collapse. The buildings are surrounded by “moats,” or buffer zones, so they don’t swing into other structures. Earthquake-resistant buildings save lives. When an 8.8-magnitude earthquake struck Chile in February 2010, it killed far fewer people (about 700) than a 7.0-magnitude earthquake that struck Haiti a month earlier. The reason was that Chile, a richer and more industrialized nation, had far more buildings that were built to withstand earthquakes than did Haiti. See pages 194 and 195 in textbook ANSWERS: 1-Constructing buildings out of higher-grade materials, 2-Making buildings more flexible The next two slides show and explain the answers.

Constructing buildings out of higher-grade materials CHAPTER 5 Relationships II Problem and Solution / The Problem and Solution Pattern During major earthquakes, most casualties occur when buildings collapse. There are two ways to keep buildings from collapsing during earthquakes. One way is to make them stronger, using higher-grade building materials. Another way is to make them more flexible, so they sway and slide above the shaking ground rather than crumbling. The latter technology employs an idea called “base isolation.” With base isolation, buildings don’t sit directly on the ground, but rather float on systems of ball bearings, springs, and padded cylinders. In the event of a major earthquake, they sway up to a few feet rather than collapse. The buildings are surrounded by “moats,” or buffer zones, so they don’t swing into other structures. Earthquake-resistant buildings save lives. When an 8.8-magnitude earthquake struck Chile in February 2010, it killed far fewer people (about 700) than a 7.0-magnitude earthquake that struck Haiti a month earlier. The reason was that Chile, a richer and more industrialized nation, had far more buildings that were built to withstand earthquakes than did Haiti. Solution 1 Solution 2 See pages 194 and 195 in textbook 3 Constructing buildings out of higher-grade materials 3 Making buildings more flexible

CHAPTER 5 Relationships II Problem and Solution / The Problem and Solution Pattern During major earthquakes, most casualties occur when buildings collapse. There are two ways to keep buildings from collapsing during earthquakes. One way is to make them stronger, using higher-grade building materials. Another way is to make them more flexible, so they sway and slide above the shaking ground rather than crumbling. The latter technology employs an idea called “base isolation.” With base isolation, buildings don’t sit directly on the ground, but rather float on systems of ball bearings, springs, and padded cylinders. In the event of a major earthquake, they sway up to a few feet rather than collapse. The buildings are surrounded by “moats,” or buffer zones, so they don’t swing into other structures. Earthquake-resistant buildings save lives. When an 8.8-magnitude earthquake struck Chile in February 2010, it killed far fewer people (about 700) than a 7.0-magnitude earthquake that struck Haiti a month earlier. The reason was that Chile, a richer and more industrialized nation, had far more buildings that were built to withstand earthquakes than did Haiti. See pages 194 and 195 in textbook The rest of the paragraph elaborates on the second method of making buildings earthquake-resistant. It also provides an example of how buildings that were constructed to withstand earthquakes saved lives in Chile, while buildings that were not built to withstand earthquakes led to great loss of life in Haiti.

CHAPTER 5 Relationships II A Final Point Keep in mind that a paragraph or passage may often be made up of more than one pattern of organization. See page 198 in textbook

For instance, consider the following passage: CHAPTER 5 Relationships II A Final Point For instance, consider the following passage: The gestation period (length of pregnancy) of mammals depends on two factors. The first is the mammal’s size. In general, smaller animals experience shorter pregnancies. For example, a female rat gives birth only twenty-one days after becoming pregnant; a hamster’s gestation period is only sixteen days; a horse, however, is pregnant for about forty-eight weeks. The second factor that determines the gestation period is life span—longer-lived animals have longer pregnancies. The gestation period of a lion, which can live up to twenty-eight years, is fifteen weeks. Dolphins, which have lived as long as forty years, are pregnant for thirty-nine weeks. You can see the relationship between gestation period and life span when you compare a possum to a cat. Although the possum is slightly larger than a cat, it has a much shorter gestation period (thirteen days to the cat’s sixty-two days). But cats can live up to twenty years, while possums are elderly at 3. depends on Effect Cause 1 Cause 2 See page 198 in textbook The paragraph uses a cause-effect pattern: The length of pregnancy of mammals is caused by two factors.

It also uses a list of items pattern (the two factors). CHAPTER 5 Relationships II A Final Point The gestation period (length of pregnancy) of mammals depends on two factors. The first is the mammal’s size. In general, smaller animals experience shorter pregnancies. For example, a female rat gives birth only twenty-one days after becoming pregnant; a hamster’s gestation period is only sixteen days; a horse, however, is pregnant for about forty-eight weeks. The second factor that determines the gestation period is life span—longer-lived animals have longer pregnancies. The gestation period of a lion, which can live up to twenty-eight years, is fifteen weeks. Dolphins, which have lived as long as forty years, are pregnant for thirty-nine weeks. You can see the relationship between gestation period and life span when you compare a possum to a cat. Although the possum is slightly larger than a cat, it has a much shorter gestation period (thirteen days to the cat’s sixty-two days). But cats can live up to twenty years, while possums are elderly at 3. 1 2 See page 198 in textbook The paragraph uses a cause-effect pattern: The length of pregnancy of mammals is caused by two factors. It also uses a list of items pattern (the two factors).

It also uses a list of items pattern (the two factors). CHAPTER 5 Relationships II A Final Point The gestation period (length of pregnancy) of mammals depends on two factors. The first is the mammal’s size. In general, smaller animals experience shorter pregnancies. For example, a female rat gives birth only twenty-one days after becoming pregnant; a hamster’s gestation period is only sixteen days; a horse, however, is pregnant for about forty-eight weeks. The second factor that determines the gestation period is life span—longer-lived animals have longer pregnancies. The gestation period of a lion, which can live up to twenty-eight years, is fifteen weeks. Dolphins, which have lived as long as forty years, are pregnant for thirty-nine weeks. You can see the relationship between gestation period and life span when you compare a possum to a cat. Although the possum is slightly larger than a cat, it has a much shorter gestation period (thirteen days to the cat’s sixty-two days). But cats can live up to twenty years, while possums are elderly at 3. however compare Although But See page 198 in textbook The paragraph uses a cause-effect pattern: The length of pregnancy of mammals is caused by two factors. It also uses a list of items pattern (the two factors). There is also a bit of comparison and contrast.

The gestation period (length of pregnancy) of mammals depends on two CHAPTER 5 Relationships II A Final Point The gestation period (length of pregnancy) of mammals depends on two factors. The first is the mammal’s size. In general, smaller animals experience shorter pregnancies. For example, a female rat gives birth only twenty-one days after becoming pregnant; a hamster’s gestation period is only sixteen days; a horse, however, is pregnant for about forty-eight weeks. The second factor that determines the gestation period is life span—longer-lived animals have longer pregnancies. The gestation period of a lion, which can live up to twenty-eight years, is fifteen weeks. Dolphins, which have lived as long as forty years, are pregnant for thirty-nine weeks. You can see the relationship between gestation period and life span when you compare a possum to a cat. Although the possum is slightly larger than a cat, it has a much shorter gestation period (thirteen days to the cat’s sixty-two days). But cats can live up to twenty years, while possums are elderly at 3. depends on however compare Although But See page 198 in textbook

Continued on next slide CHAPTER 5 Relationships II See page 199 in textbook Continued on next slide

CHAPTER 5 Relationships II Continued See page 199 in textbook