Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Guide to College Reading, 8/e Kathleen T. McWhorter Chapter 8 Following the Author’s Thought Patterns PowerPoint by Gretchen Starks-Martin St. Cloud State University, MN

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers THIS CHAPTER WILL SHOW YOU HOW TO: 1. Improve your understanding and recall by recognizing thought patterns 2. Identify commonly used thought patterns 3. Learn transitional words and phrases that signal thought patterns

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Six Common Thought Patterns Recognizing the author’s thought pattern will improve comprehension and recall. Six common thought patterns are: 1. Illustration/Example 2. Definition 3. Comparison/Contrast 4. Cause/Effect 5. Classification 6. Chronological Order/Process Recognizing the author’s thought pattern will improve comprehension and recall. Six common thought patterns are: 1. Illustration/Example 2. Definition 3. Comparison/Contrast 4. Cause/Effect 5. Classification 6. Chronological Order/Process

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Illustration/Example An idea is explained by providing specific instances or experiences that show it. KEY IDEA Example

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Illustration/Example Example STATIC ELECTRICITY lightning nylon rug cat’s fur

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Definition An object or ideas is explained by describing the general class or group to which it belongs and how the item differs from others in the same group. TERM General class or group Distinguishing feature

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Definition Example: OPOSSUM Animal Ratlike tail Lives in trees Plays dead when trapped

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Comparison/Contrast A new or unfamiliar idea is explained by showing how it is similar to or different from a more familiar idea. ITEM A Item B Similarities Differences

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Cause/Effect Connections between events are explained by showing what caused an event or what happened as a result of a particular event. EVENT A Shorter work week Late for class More leisure time EVENT B Missed the bus

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Single Cause/Multiple Effects Single Cause Event A Event B Event C Event D

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Single Cause/Multiple Effects Example: SNOWSTORM Traffic Problems School closings Accidents

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Multiple Cause Event A Event B Event C Event D Multiple Cause/Single Effect

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Example: ATTEND CLASS TAKE NOTES STUDY TEXTBOOK Good exam grade Good exam grade Multiple Cause/Single Effect

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Multiple Causes/ Multiple Effects Multiple Cases Event A Event B Event C Event D

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Multiple Causes/ Multiple Effects Example: MISSING CLASSES LOSING NOTES Low exam grades Failing the course

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Classification An object or idea is explained by dividing it into parts and describing or explaining each. TOPIC Part 1 Part 2 Part 3

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Classification Example: HORTICULTURE Pomology Floriculture Ornamental/landscape

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Chronological Order/Process Events or procedures are described in the order in which they occur in time. EVENT or PROCESS 1. Action or step 2. Action or step 3. Action or step

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers OTHER USEFUL PATTERNS OF ORGANIZATION Statement and Clarification A statement of fact and then clarification or an explanation of the fact. Transitional words are in Table 8-2. Summary A condensed statement that provides the key points of a larger idea or piece of writing. Summaries of textbook chapters are examples.

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers OTHER USEFUL PATTERNS OF ORGANIZATION Addition Introduction of an idea and then additional information about that idea or statement. Transitional words are in Table 8-2. Spatial Order Statements about the physical location or position in space will be described. Example: description of parts of a camera.

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Using Transitional Words Transitional words (clue words, directional words) help you identify organizational patterns. They also help discover or clarify relationships between and among ideas. Example: If you see “in conclusion,” you know that the writer will present a summary. See Table 8-1 for a list of transitional words that fit into certain organizational patterns.

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers LEARNING STYLE TIPS Spatial Learner: drawing a diagram of the ideas in the passage. Verbal Learner: outlining a passage. Are you a spatial learner or a verbal learner?

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers SELF-TEST SUMMARY How can you better comprehend and recall paragraphs you read? What is a thought pattern? What are the six common thought patterns? What other thought patterns are used in academic writing? How can transitional words and phrases help you understand thought patterns?

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers Visit the Companion Website For additional readings, exercises, and Internet activities, visit this book’s Companion Website at: If you need a user name or password, see your instructor.

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers My Reading Lab For more practice on thought patterns, visit MyReadingLab, click on the Reading Skills tab, and then click on Active Reading Strategies---New York Harbor.

Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers TEST-TAKING TIPS: Answering Questions About Thought Patterns Study the transitions. They suggest a pattern. Ask: “How does the author explain his or her main idea?” A question may ask: “The writer supports her ideas by….” This is asking for a pattern. The topic sentence of a paragraph often reveals or suggests the pattern to be used.