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

Chapter 4 RELATIONSHIPS I

These two methods are transitions and patterns of organization. CHAPTER 4 Relationships I Authors use two common methods to show relationships and make their ideas clear. These two methods are transitions and patterns of organization. See page 135 in textbook

Two common types of relationships are: CHAPTER 4 Relationships I Two common types of relationships are: l Relationships that involve addition l Relationships that involve time See page 135 in textbook

Transitions Which item below is easier to read and understand? CHAPTER 4 Relationships I Transitions Which item below is easier to read and understand? A. Most people choose a partner who is about as attractive as themselves. Personality and intelligence affect their choice. B. Most people choose a partner who is about as attractive as themselves. Moreover, personality and intelligence affect their choice. See page 135 in textbook ANSWER: B The next slide shows and explains the answer.

You probably found the second item easier to understand. CHAPTER 4 Relationships I Transitions You probably found the second item easier to understand. A. Most people choose a partner who is about as attractive as themselves. Personality and intelligence affect their choice. B. Most people choose a partner who is about as attractive as themselves. Moreover, personality and intelligence affect their choice. See pages 135 and 136 in textbook The word Moreover makes it clear that the writer is presenting several factors in choosing a romantic partner.

They are like signs on the road that guide travelers. CHAPTER 4 Relationships I Transitions Transitions are words or phrases (like moreover) that show relationships between ideas. They are like signs on the road that guide travelers. Or they can be seen as “bridge” words, carrying the reader across from one idea to the next. B. Most people choose a partner who is about as attractive as themselves. Moreover, personality and intelligence affect their choice. See pages 135 and 136 in textbook

CHAPTER 4 Relationships I Transitions Two major types of transitions are words that show addition and words that show time. See page 136 in textbook

Which item below is easier to read and understand? CHAPTER 4 Relationships I Transitions Words That Show Addition Which item below is easier to read and understand? A. There are several reasons not to fill babies’ bottles with sugary juice. It can rot their teeth. B. There are several reasons not to fill babies’ bottles with sugary juice. First of all, it can rot their teeth. See page 136 in textbook ANSWER: B The next slide shows and explains the answer.

You probably found the second item easier to understand. CHAPTER 4 Relationships I Transitions / Words That Show Addition You probably found the second item easier to understand. A. There are several reasons not to fill babies’ bottles with sugary juice. It can rot their teeth. B. There are several reasons not to fill babies’ bottles with sugary juice. First of all, it can rot their teeth. See page 136 in textbook The words first of all make it clear that the writer plans on giving a series of reasons why babies should not be fed sugary juice.

First of all and words like it are known as addition words. CHAPTER 4 Relationships I Transitions / Words That Show Addition First of all and words like it are known as addition words. B. There are several reasons not to fill babies’ bottles with sugary juice. First of all, it can rot their teeth. Addition words signal added ideas. These words tell you a writer is presenting one or more ideas that continue along the same line of thought as a previous idea. See page 136 in textbook

CHAPTER 4 Relationships I Transitions / Words That Show Addition Here are some common words that show addition: Addition Words Examples • Depression can be eased through therapy and medication. Physical exercise has also been shown to help. See pages 136 and 137 in textbook • Bananas are the most frequently purchased fruit in the U.S. Why are bananas so popular? To begin with, they are convenient to carry around and to eat.

CHAPTER 4 Relationships I Transitions / Words That Show Addition In these examples, notice how the addition words introduce ideas that add to what has already been said. Examples • Depression can be eased through therapy and medication. Physical exercise has also been shown to help. See pages 136 and 137 in textbook • Bananas are the most frequently purchased fruit in the U.S. Why are bananas so popular? To begin with, they are convenient to carry around and to eat.

Which item below is easier to read and understand? CHAPTER 4 Relationships I Transitions Words That Show Time Which item below is easier to read and understand? A. The dog begins to tremble and hide under the couch. A thunderstorm approaches. B. The dog begins to tremble and hide under the couch when a thunderstorm approaches. See page 138 in textbook ANSWER: B The next slide shows and explains the answer.

You probably found the second item easier to understand. CHAPTER 4 Relationships I Transitions / Words That Show Time You probably found the second item easier to understand. A. The dog begins to tremble and hide under the couch. A thunderstorm approaches. B. The dog begins to tremble and hide under the couch when a thunderstorm approaches. See page 138 in textbook The word when in the second item makes clear the relationship between the two events. It is when a thunderstorm approaches that the dog’s behavior changes.

When and words like it are time words. CHAPTER 4 Relationships I Transitions / Words That Show Time When and words like it are time words. B. The dog begins to tremble and hide under the couch when a thunderstorm approaches. Time words tell us at what point something happened in relation to when something else happened. They help writers organize and make clear the order of events, stages, and steps in a process. See page 138 in textbook

CHAPTER 4 Relationships I Transitions / Words That Show Time Here are some common words that show time: Time Words Examples • The old woman on the park bench opened a paper bag, and a flock of pigeons immediately landed all around her. See page 138 in textbook • After completing medical school, a future doctor continues her training as a “resident” in a hospital.

CHAPTER 4 Relationships I Transitions / Words That Show Time In these examples, notice how these words show us when something takes place. Examples See page 138 in textbook • The old woman on the park bench opened a paper bag, and a flock of pigeons immediately landed all around her. • After completing medical school, a future doctor continues her training as a “resident” in a hospital.

Time Words Transitions / Words That Show Time CHAPTER 4 Relationships I Transitions / Words That Show Time Time Words See page 138 in textbook

CHAPTER 4 Relationships I Transitions Helpful Tips about Transitions TIP 1 Some transition words have the same meaning. TIP For example, also, moreover, and furthermore all mean “in addition.” Authors typically use a variety of transitions to avoid repetition. See page 139 in textbook

CHAPTER 4 Relationships I Transitions / Helpful Tips about Transitions TIP 2 In some cases the same word can serve as two different types of transitions, depending on how it is used. TIP For example, the word first may be used as an addition word to show that the author is beginning to list a series of ideas, as in the following: There are a number of reasons not to share personal information on the Internet. First, you can’t be sure of the identity of the person you’re talking to. Moreover, . . . See page 139 in textbook First may also may be used to signal a time sequence, as in this sentence: Follow these instructions for daily use of the nasal spray. First, shake the bottle gently for a few seconds and remove the protective tip.

Patterns of Organization CHAPTER 4 Relationships I Patterns of Organization You have learned that transitions show the relationships between ideas in sentences. In the same way, patterns of organization show the relationships between supporting details in paragraphs, essays, and chapters. Two major patterns of organization are: • The list of items pattern (Addition words are often used in this pattern of organization.) See page 140 in textbook • The time order pattern (Time words are often used in this pattern of organization.)

CHAPTER 4 Relationships I Patterns of Organization 1 The List of Items Pattern See page 140 in textbook A list of items refers to a series of reasons, examples, facts, or other supporting details that support an idea. The items have no time order, but are listed in whatever order the author prefers.

CHAPTER 4 Relationships I Patterns of Organization / 1 The List of Items Pattern See if you can arrange the following sentences in a logical order. Which sentence should come first? Second? Third? Last? A. Next is moderate poverty, defined as living on $1 to $2 a day, which refers to conditions in which basic needs are met, but just barely. B. Nearly half of the six billion people in the world experience one of three degrees of poverty. C. Last, relative poverty, defined by a household income level below a given proportion of the national average, means lacking things that the middle class now takes for granted. D. First is extreme poverty, defined by the World Bank as getting by on an income of less than $1 a day, which means that households cannot meet such basic needs for survival as food, clothing, and shelter. See page 140 in textbook ANSWER: 1-B, 2-D, 3-A, 4-C The next slide shows and explains the answers.

The sentences should read as follows: CHAPTER 4 Relationships I Patterns of Organization / 1 The List of Items Pattern The sentences should read as follows: Nearly half of the six billion people in the world experience one of three degrees of poverty. First is extreme poverty, defined by the World Bank as getting by on an income of less than $1 a day, which means that households cannot meet such basic needs for survival as food, clothing, and shelter. Next is moderate poverty, defined as living on $1 to $2 a day, which refers to conditions in which basic needs are met, but just barely. Last, relative poverty, defined by a household income level below a given proportion of the national average, means lacking things that the middle class now takes for granted. Main idea 1 2 3 See page 141 in textbook The next three sentences go on to describe the three degrees of poverty. The result is the pattern of organization known as a list of items. This paragraph begins with the main idea.

CHAPTER 4 Relationships I Patterns of Organization / 1 The List of Items Pattern Addition words are often used in a list of items to tell us that other supporting points are being added to a point already mentioned. Addition Words Used in the List of Items Pattern See page 141 in textbook

CHAPTER 4 Relationships I Patterns of Organization / 1 The List of Items Pattern In this paragraph, the transitions First, Next, and Last each introduce one of the kinds of poverty. Nearly half of the six billion people in the world experience one of three degrees of poverty. First is extreme poverty, defined by the World Bank as getting by on an income of less than $1 a day, which means that households cannot meet such basic needs for survival as food, clothing, and shelter. Next is moderate poverty, defined as living on $1 to $2 a day, which refers to conditions in which basic needs are met, but just barely. Last, relative poverty, defined by a household income level below a given proportion of the national average, means lacking things that the middle class now takes for granted. 1 2 3 Addition Words Used in the List of Items Pattern See page 141 in textbook

The paragraph below is organized as a list of items. CHAPTER 4 Relationships I Patterns of Organization / 1 The List of Items Pattern The paragraph below is organized as a list of items. Because women were not allowed to act in English plays during Shakespeare’s time, young male actors pretended to be women. Acting companies had to work hard to make boys sound and look like women. To begin with, they chose teenage boys who had not reached puberty. They found boy actors who had high-pitched voices and didn’t need to shave. Next, they dressed the boys in women’s clothing. An upper cloth called a bodice was tightened with string so that the boys looked as if they had feminine waists. The boys wore dresses and high-heeled shoes that matched their characters. A long-haired wig completed the costumes. Finally, they added makeup. A white paste made the boys look pale, and red blush gave them rosy lips and cheeks. The boy actors would step on stage looking like ladies. See pages 141 and 142 in textbook

What is the main idea in the paragraph? CHAPTER 4 Relationships I Patterns of Organization / 1 The List of Items Pattern What is the main idea in the paragraph? Because women were not allowed to act in English plays during Shakespeare’s time, young male actors pretended to be women. Acting companies had to work hard to make boys sound and look like women. To begin with, they chose teenage boys who had not reached puberty. They found boy actors who had high-pitched voices and didn’t need to shave. Next, they dressed the boys in women’s clothing. An upper cloth called a bodice was tightened with string so that the boys looked as if they had feminine waists. The boys wore dresses and high-heeled shoes that matched their characters. A long-haired wig completed the costumes. Finally, they added makeup. A white paste made the boys look pale, and red blush gave them rosy lips and cheeks. The boy actors would step on stage looking like ladies. Main idea: Shakespearian acting companies had to work hard to make boys look and sound like women. See pages 141 and 142 in textbook ANSWER: Shakespearian acting companies had to work hard to make boys look and sound like women. The next animation shows the answer.

What addition transition signals the first major detail? CHAPTER 4 Relationships I Patterns of Organization / 1 The List of Items Pattern What addition transition signals the first major detail? Because women were not allowed to act in English plays during Shakespeare’s time, young male actors pretended to be women. Acting companies had to work hard to make boys sound and look like women. To begin with, they chose teenage boys who had not reached puberty. They found boy actors who had high-pitched voices and didn’t need to shave. Next, they dressed the boys in women’s clothing. An upper cloth called a bodice was tightened with string so that the boys looked as if they had feminine waists. The boys wore dresses and high-heeled shoes that matched their characters. A long-haired wig completed the costumes. Finally, they added makeup. A white paste made the boys look pale, and red blush gave them rosy lips and cheeks. The boy actors would step on stage looking like ladies. 1 Main idea: Shakespearian acting companies had to work hard to make boys look and sound like women. See pages 141 and 142 in textbook ANSWER: To begin with The next animation shows and explains the answer. 1. Chose boys who had not yet reached puberty The addition phrase To begin with signals the first major detail—that they chose boys who had not reached puberty.

What addition transition signals the second major detail? CHAPTER 4 Relationships I Patterns of Organization / 1 The List of Items Pattern What addition transition signals the second major detail? Because women were not allowed to act in English plays during Shakespeare’s time, young male actors pretended to be women. Acting companies had to work hard to make boys sound and look like women. To begin with, they chose teenage boys who had not reached puberty. They found boy actors who had high-pitched voices and didn’t need to shave. Next, they dressed the boys in women’s clothing. An upper cloth called a bodice was tightened with string so that the boys looked as if they had feminine waists. The boys wore dresses and high-heeled shoes that matched their characters. A long-haired wig completed the costumes. Finally, they added makeup. A white paste made the boys look pale, and red blush gave them rosy lips and cheeks. The boy actors would step on stage looking like ladies. 2 Main idea: Shakespearian acting companies had to work hard to make boys look and sound like women. See pages 141 and 142 in textbook ANSWER: Next The next slide animation and explains the answer. 1. Chose boys who had not yet reached puberty 2. Dressed boys in women’s clothing The addition transition Next signals the second major detail—that they dressed boys in women’s clothing.

What addition transition signals the third major detail? CHAPTER 4 Relationships I Patterns of Organization / 1 The List of Items Pattern What addition transition signals the third major detail? Because women were not allowed to act in English plays during Shakespeare’s time, young male actors pretended to be women. Acting companies had to work hard to make boys sound and look like women. To begin with, they chose teenage boys who had not reached puberty. They found boy actors who had high-pitched voices and didn’t need to shave. Next, they dressed the boys in women’s clothing. An upper cloth called a bodice was tightened with string so that the boys looked as if they had feminine waists. The boys wore dresses and high-heeled shoes that matched their characters. A long-haired wig completed the costumes. Finally, they added makeup. A white paste made the boys look pale, and red blush gave them rosy lips and cheeks. The boy actors would step on stage looking like ladies. 3 Main idea: Shakespearian acting companies had to work hard to make boys look and sound like women. See pages 141 and 142 in textbook ANSWER: Finally The next animation shows the answer. 1. Chose boys who had not yet reached puberty 2. Dressed boys in women’s clothing 3. Added makeup

1. Chose boys who had not yet reached puberty CHAPTER 4 Relationships I Patterns of Organization / 1 The List of Items Pattern Because women were not allowed to act in English plays during Shakespeare’s time, young male actors pretended to be women. Acting companies had to work hard to make boys sound and look like women. To begin with, they chose teenage boys who had not reached puberty. They found boy actors who had high-pitched voices and didn’t need to shave. Next, they dressed the boys in women’s clothing. An upper cloth called a bodice was tightened with string so that the boys looked as if they had feminine waists. The boys wore dresses and high-heeled shoes that matched their characters. A long-haired wig completed the costumes. Finally, they added makeup. A white paste made the boys look pale, and red blush gave them rosy lips and cheeks. The boy actors would step on stage looking like ladies. Main idea: Shakespearian acting companies had to work hard to make boys look and sound like women. See pages 141 and 142 in textbook 1. Chose boys who had not yet reached puberty 2. Dressed boys in women’s clothing 3. Added makeup

CHAPTER 4 Relationships I Patterns of Organization 2 The Time Order Pattern Authors usually present events and processes in the order in which they happen, resulting in a pattern of organization known as time order. See page 145 in textbook

Clues to the order of the above sentences are time transitions. CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern See if you can arrange the following sentences in a logical order. Which sentence should come first? Second? Third? Last? A. Then, in 1638, a press in Cambridge, Massachusetts printed a book of psalms that became an instant bestseller. B. The first books in the United States were imports, brought by the new settlers. C. Eventually, in 1731, Benjamin Franklin asked fifty subscribers to help him start America’s first circulating library. D. During the years that followed, booksellers emerged in the Boston area, and by 1685 the leading bookseller offered over three thousand books. See page 145 in textbook ANSWER: 1-B, 2- A, 3-D, 4- C The next slide shows and explains the answers. Clues to the order of the above sentences are time transitions.

The sentences should read as follows: CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern The sentences should read as follows: The first books in the United States were imports, brought by the new settlers. Then, in 1638, a press in Cambridge, Massachusetts printed a book of psalms that became an instant bestseller. During the years that followed, booksellers emerged in the Boston area, and by 1685 the leading bookseller offered over three thousand books. Eventually, in 1731, Benjamin Franklin asked fifty subscribers to help him start America’s first circulating library. Time word Time words Time word Time words Time words See page 145 in textbook

The two most common kinds of time order are CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern The two most common kinds of time order are 1) a series of events or stages and and 2) a series of steps (directions for how to do something). See page 145 in textbook

Series of Events or Stages CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern Series of Events or Stages See page 146 in textbook

This paragraph is organized according to time order. CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Events or Stages This paragraph is organized according to time order. People who move into affordable city neighborhoods may not realize it, but they are often part of a process that ends in the change of a community. The first stage of this “gentrification” process begins when young artists move into a low-income working-class neighborhood. These artists are often attracted by the low rents and the proximity to the urban centers where they can’t afford to live. In the next stage, young professionals follow the artists into the neighborhood. They are often attracted to the trendy restaurants, galleries, and nightclubs that open in neighborhoods popular with artists. The final stage of the gentrification process occurs when upper-class families take over the neighborhood. The end result is a neighborhood where the rising rents are too costly for the artists who started the process of gentrification to begin with. The artists, therefore, are forced to move on to another working-class neighborhood, where they will start this process over again. See page 146 in textbook

The main idea of the paragraph is suggested in the first sentence. CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Events or Stages The main idea of the paragraph is suggested in the first sentence. People who move into affordable city neighborhoods may not realize it, but they are often part of a process that ends in the change of a community. The first stage of this “gentrification” process begins when young artists move into a low-income working-class neighborhood. These artists are often attracted by the low rents and the proximity to the urban centers where they can’t afford to live. In the next stage, young professionals follow the artists into the neighborhood. They are often attracted to the trendy restaurants, galleries, and nightclubs that open in neighborhoods popular with artists. The final stage of the gentrification process occurs when upper-class families take over the neighborhood. The end result is a neighborhood where the rising rents are too costly for the artists who started the process of gentrification to begin with. The artists, therefore, are forced to move on to another working-class neighborhood, where they will start this process over again. Main idea: The process of gentrification can transform a community. See pages 146 and 147 in textbook

What time transition introduces the first stage? CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Events or Stages What time transition introduces the first stage? People who move into affordable city neighborhoods may not realize it, but they are often part of a process that ends in the change of a community. The first stage of this “gentrification” process begins when young artists move into a low-income working-class neighborhood. These artists are often attracted by the low rents and the proximity to the urban centers where they can’t afford to live. In the next stage, young professionals follow the artists into the neighborhood. They are often attracted to the trendy restaurants, galleries, and nightclubs that open in neighborhoods popular with artists. The final stage of the gentrification process occurs when upper-class families take over the neighborhood. The end result is a neighborhood where the rising rents are too costly for the artists who started the process of gentrification to begin with. The artists, therefore, are forced to move on to another working-class neighborhood, where they will start this process over again. Main idea: The process of gentrification can transform a community. See pages 146 and 147 in textbook ANSWER: first The next animation shows the answer. Stage 1—Young artists move into a low-income working-class neighborhood.

What time transition introduces the second stage? CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Events or Stages What time transition introduces the second stage? People who move into affordable city neighborhoods may not realize it, but they are often part of a process that ends in the change of a community. The first stage of this “gentrification” process begins when young artists move into a low-income working-class neighborhood. These artists are often attracted by the low rents and the proximity to the urban centers where they can’t afford to live. In the next stage, young professionals follow the artists into the neighborhood. They are often attracted to the trendy restaurants, galleries, and nightclubs that open in neighborhoods popular with artists. The final stage of the gentrification process occurs when upper-class families take over the neighborhood. The end result is a neighborhood where the rising rents are too costly for the artists who started the process of gentrification to begin with. The artists, therefore, are forced to move on to another working-class neighborhood, where they will start this process over again. Main idea: The process of gentrification can transform a community. See pages 146 and 147 in textbook ANSWER: next The next animation shows the answer. Stage 1—Young artists move into a low-income working-class neighborhood. Stage 2—Young professionals follow the artists into the neighborhood.

What time transition introduces the third stage? CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Events or Stages What time transition introduces the third stage? People who move into affordable city neighborhoods may not realize it, but they are often part of a process that ends in the change of a community. The first stage of this “gentrification” process begins when young artists move into a low-income working-class neighborhood. These artists are often attracted by the low rents and the proximity to the urban centers where they can’t afford to live. In the next stage, young professionals follow the artists into the neighborhood. They are often attracted to the trendy restaurants, galleries, and nightclubs that open in neighborhoods popular with artists. The final stage of the gentrification process occurs when upper-class families take over the neighborhood. The end result is a neighborhood where the rising rents are too costly for the artists who started the process of gentrification to begin with. The artists, therefore, are forced to move on to another working-class neighborhood, where they will start this process over again. Main idea: The process of gentrification can transform a community. See pages 146 and 147 in textbook ANSWER: final The next animation shows the answer. Stage 1—Young artists move into a low-income working-class neighborhood. Stage 2—Young professionals follow the artists into the neighborhood. Stage 3—Upper-class families take over the neighborhood.

Stage 2—Young professionals follow the artists into the neighborhood. CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Events or Stages People who move into affordable city neighborhoods may not realize it, but they are often part of a process that ends in the change of a community. The first stage of this “gentrification” process begins when young artists move into a low-income working-class neighborhood. These artists are often attracted by the low rents and the proximity to the urban centers where they can’t afford to live. In the next stage, young professionals follow the artists into the neighborhood. They are often attracted to the trendy restaurants, galleries, and nightclubs that open in neighborhoods popular with artists. The final stage of the gentrification process occurs when upper-class families take over the neighborhood. The end result is a neighborhood where the rising rents are too costly for the artists who started the process of gentrification to begin with. The artists, therefore, are forced to move on to another working-class neighborhood, where they will start this process over again. Main idea: The process of gentrification can transform a community. See pages 146 and 147 in textbook Stage 1—Young artists move into a low-income working-class neighborhood. Stage 2—Young professionals follow the artists into the neighborhood. Stage 3—Upper-class families take over the neighborhood. Stage 4—The artists are forced to move on to another working-class neighborhood, and the process begins all over again.

Series of Steps (Directions) CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern Series of Steps (Directions) See page 148 in textbook When authors give directions, they use time order. They explain step 1, then step 2, and so on through the entire sequence of steps that must be taken toward a specific goal.

Here is a paragraph that gives directions. CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Steps (Directions) Here is a paragraph that gives directions. It’s important to take time to reflect upon your goals in life. To begin with, take out a sheet of paper and label it “My Lifetime Goals.” Imagine that you are very old, looking back at your life. What did you want to accomplish? What do you feel best about? Write down anything that pops into your mind. Next, take a second sheet of paper and write “My Three-Year Goals.” On this, write what you would like to accomplish within the next three years. Third, take a sheet of paper and title it “What I Would Do If I Knew I Had Six Months to Live.” Assume that you would be in good health and have the necessary resources, and list everything you might like to squeeze into those six months. Now go back over all three lists, and rate each item as A (very important), B (somewhat important), or C (least important.) Finally, evaluate the “A” items on your lists and select the goals that are most important to you. See pages 148 and 149 in textbook

The first sentence states the main idea. CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Steps (Directions) The first sentence states the main idea. It’s important to take time to reflect upon your goals in life. To begin with, take out a sheet of paper and label it “My Lifetime Goals.” Imagine that you are very old, looking back at your life. What did you want to accomplish? What do you feel best about? Write down anything that pops into your mind. Next, take a second sheet of paper and write “My Three-Year Goals.” On this, write what you would like to accomplish within the next three years. Third, take a sheet of paper and title it “What I Would Do If I Knew I Had Six Months to Live.” Assume that you would be in good health and have the necessary resources, and list everything you might like to squeeze into those six months. Now go back over all three lists, and rate each item as A (very important), B (somewhat important), or C (least important.) Finally, evaluate the “A” items on your lists and select the goals that are most important to you. Main idea: It’s important to take time to reflect upon your goals in life. See pages 148 and 149 in textbook

What time phrase introduces the first step? CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Steps (Directions) What time phrase introduces the first step? 1 It’s important to take time to reflect upon your goals in life. To begin with, take out a sheet of paper and label it “My Lifetime Goals.” Imagine that you are very old, looking back at your life. What did you want to accomplish? What do you feel best about? Write down anything that pops into your mind. Next, take a second sheet of paper and write “My Three-Year Goals.” On this, write what you would like to accomplish within the next three years. Third, take a sheet of paper and title it “What I Would Do If I Knew I Had Six Months to Live.” Assume that you would be in good health and have the necessary resources, and list everything you might like to squeeze into those six months. Now go back over all three lists, and rate each item as A (very important), B (somewhat important), or C (least important.) Finally, evaluate the “A” items on your lists and select the goals that are most important to you. Main idea: It’s important to take time to reflect upon your goals in life. See pages 148 and 149 in textbook ANSWER: To begin with The next animation shows the answer. 1. Take out a sheet of paper and write down “My Lifetime Goals.”

What time word introduces the second step? CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Steps (Directions) What time word introduces the second step? It’s important to take time to reflect upon your goals in life. To begin with, take out a sheet of paper and label it “My Lifetime Goals.” Imagine that you are very old, looking back at your life. What did you want to accomplish? What do you feel best about? Write down anything that pops into your mind. Next, take a second sheet of paper and write “My Three-Year Goals.” On this, write what you would like to accomplish within the next three years. Third, take a sheet of paper and title it “What I Would Do If I Knew I Had Six Months to Live.” Assume that you would be in good health and have the necessary resources, and list everything you might like to squeeze into those six months. Now go back over all three lists, and rate each item as A (very important), B (somewhat important), or C (least important.) Finally, evaluate the “A” items on your lists and select the goals that are most important to you. 2 Main idea: It’s important to take time to reflect upon your goals in life. See pages 148 and 149 in textbook ANSWER: Next The next animation shows the answer. 1. Take out a sheet of paper and write down “My Lifetime Goals.” 2. Take a second sheet and write down “My Three-year Goals.”

What time word introduces the third step? CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Steps (Directions) What time word introduces the third step? It’s important to take time to reflect upon your goals in life. To begin with, take out a sheet of paper and label it “My Lifetime Goals.” Imagine that you are very old, looking back at your life. What did you want to accomplish? What do you feel best about? Write down anything that pops into your mind. Next, take a second sheet of paper and write “My Three-Year Goals.” On this, write what you would like to accomplish within the next three years. Third, take a sheet of paper and title it “What I Would Do If I Knew I Had Six Months to Live.” Assume that you would be in good health and have the necessary resources, and list everything you might like to squeeze into those six months. Now go back over all three lists, and rate each item as A (very important), B (somewhat important), or C (least important.) Finally, evaluate the “A” items on your lists and select the goals that are most important to you. 3 Main idea: It’s important to take time to reflect upon your goals in life. See pages 148 and 149 in textbook ANSWER: Third The next animation shows the answer. 1. Take out a sheet of paper and write down “My Lifetime Goals.” 2. Take a second sheet and write down “My Three-year Goals.” 3. Take a third sheet and list “What I Would Do If I Knew I Had Six Months to Live.”

What time word introduces the fourth step? CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Steps (Directions) What time word introduces the fourth step? It’s important to take time to reflect upon your goals in life. To begin with, take out a sheet of paper and label it “My Lifetime Goals.” Imagine that you are very old, looking back at your life. What did you want to accomplish? What do you feel best about? Write down anything that pops into your mind. Next, take a second sheet of paper and write “My Three-Year Goals.” On this, write what you would like to accomplish within the next three years. Third, take a sheet of paper and title it “What I Would Do If I Knew I Had Six Months to Live.” Assume that you would be in good health and have the necessary resources, and list everything you might like to squeeze into those six months. Now go back over all three lists, and rate each item as A (very important), B (somewhat important), or C (least important.) Finally, evaluate the “A” items on your lists and select the goals that are most important to you. 4 Main idea: It’s important to take time to reflect upon your goals in life. See pages 148 and 149 in textbook ANSWER: Now The next animation shows the answer. 1. Take out a sheet of paper and write down “My Lifetime Goals.” 2. Take a second sheet and write down “My Three-year Goals.” 3. Take a third sheet and list “What I Would Do If I Knew I Had Six Months to Live.” 4. On the three lists, rate each item as A, B, or C.

What time word introduces the last step? CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Steps (Directions) What time word introduces the last step? It’s important to take time to reflect upon your goals in life. To begin with, take out a sheet of paper and label it “My Lifetime Goals.” Imagine that you are very old, looking back at your life. What did you want to accomplish? What do you feel best about? Write down anything that pops into your mind. Next, take a second sheet of paper and write “My Three-Year Goals.” On this, write what you would like to accomplish within the next three years. Third, take a sheet of paper and title it “What I Would Do If I Knew I Had Six Months to Live.” Assume that you would be in good health and have the necessary resources, and list everything you might like to squeeze into those six months. Now go back over all three lists, and rate each item as A (very important), B (somewhat important), or C (least important.) Finally, evaluate the “A” items on your lists and select the goals that are most important to you. 5 Main idea: It’s important to take time to reflect upon your goals in life. See pages 148 and 149 in textbook ANSWER: Finally The next animation shows the answer. 1. Take out a sheet of paper and write down “My Lifetime Goals.” 2. Take a second sheet and write down “My Three-year Goals.” 3. Take a third sheet and list “What I Would Do If I Knew I Had Six Months to Live.” 4. On the three lists, rate each item as A, B, or C. 5. Evaluate the “A” items and select the goals that are most important to you.

1. Take out a sheet of paper and write down “My Lifetime Goals.” CHAPTER 4 Relationships I Patterns of Organization / 2 The Time Order Pattern / Series of Steps (Directions) 1 It’s important to take time to reflect upon your goals in life. To begin with, take out a sheet of paper and label it “My Lifetime Goals.” Imagine that you are very old, looking back at your life. What did you want to accomplish? What do you feel best about? Write down anything that pops into your mind. Next, take a second sheet of paper and write “My Three-Year Goals.” On this, write what you would like to accomplish within the next three years. Third, take a sheet of paper and title it “What I Would Do If I Knew I Had Six Months to Live.” Assume that you would be in good health and have the necessary resources, and list everything you might like to squeeze into those six months. Now go back over all three lists, and rate each item as A (very important), B (somewhat important), or C (least important.) Finally, evaluate the “A” items on your lists and select the goals that are most important to you. 2 3 4 5 Main idea: It’s important to take time to reflect upon your goals in life. See pages 148 and 149 in textbook 1. Take out a sheet of paper and write down “My Lifetime Goals.” 2. Take a second sheet and write down “My Three-year Goals.” 3. Take a third sheet and list “What I Would Do If I Knew I Had Six Months to Live.” 4. On the three lists, rate each item as A, B, or C. 5. Evaluate the “A” items and select the goals that are most important to you.

A Note on Main Ideas and Patterns of Organization CHAPTER 4 Relationships I Patterns of Organization A Note on Main Ideas and Patterns of Organization A paragraph’s main idea often indicates its pattern of organization. Paying close attention to the main idea can give you a quick sense of a paragraph’s pattern of organization. See page 151 in textbook

CHAPTER 4 Relationships I Patterns of Organization / A Note on Main Ideas and Patterns of Organization Here is an example of a main idea sentence that suggests a list of items will follow: Luckily, modern medicine has developed a variety of techniques for tattoo removal. The words a variety of techniques suggest that the paragraph will be a list of items. See page 151 in textbook

Here is a sentence that suggests the paragraph will have a time order: CHAPTER 4 Relationships I Patterns of Organization / A Note on Main Ideas and Patterns of Organization Here is a sentence that suggests the paragraph will have a time order: People who move into affordable city neighborhoods may not realize it, but they are often part of a process that ends in the change of a community. The word process suggests that this paragraph will be organized according to time order. See page 151 in textbook

Try to figure out the pattern of the paragraph with this main idea: CHAPTER 4 Relationships I Patterns of Organization / A Note on Main Ideas and Patterns of Organization Try to figure out the pattern of the paragraph with this main idea: Research has uncovered a number of possible explanations for the link between hostility and heart disease. A. List of items B. Time order See page 151 in textbook ANSWER: A The next slide shows and explains the answer.

A. List of items B. Time order 3 CHAPTER 4 Relationships I Patterns of Organization / A Note on Main Ideas and Patterns of Organization Research has uncovered a number of possible explanations for the link between hostility and heart disease. A. List of items B. Time order 3 See page 151 in textbook The phrase “a number of possible explanations” is a strong indication that the paragraph will list those explanations.

CHAPTER 4 Relationships I Patterns of Organization Two Final Points 1 While many passages have just one pattern of organization, often the patterns are mixed. For example, you may find that part of a passage uses a list of items pattern, and another part of the same passage uses a time pattern. See page 152 in textbook

CHAPTER 4 Relationships I Patterns of Organization / Two Final Points In the passage below, the highlighted sentences list two ways to complete the third step in the series of directions: Do you know what to do if you lose a tooth in an accident, fall, or fight? Doctors can replace a knocked-out tooth, but only if you act quickly. First, find the loose tooth. Pick it up by the top part, and don’t touch the roots. Second, rinse the tooth with milk. Don’t use tap water, soap, or chemicals because they could cause harm. Third, keep the tooth from getting dry. If possible, put the tooth back in its socket. If you cannot do this, store it in milk or keep it between your tongue and cheek, taking care not to swallow it. Finally, go as quickly as possible to a dentist’s office or an emergency room. If more than an hour or so passes, your tooth will become unusable. See page 152 in textbook

CHAPTER 4 Relationships I Patterns of Organization / Two Final Points 2 Remember that not all relationships between ideas are signaled by transitions. An author may present a list of items, for example, without using addition words. As you read, watch for the relationships themselves, not just the transitions. See page 153 in textbook

CHAPTER 4 Relationships I See page 153 in textbook