RECOGNIZING AUTHORS’ WRITING PATTERNS CHAPTER 7 RECOGNIZING AUTHORS’ WRITING PATTERNS   IN THIS CHAPTER YOU WILL LEARN: What authors' writing patterns are and why it is important to be able to recognize them The method for recognizing authors' writing patterns

What are authors' writing patterns and why is it important to be able to recognize them?   Writing patterns: Ways authors organize the information they present. Writing patterns are also known as organizational patterns, patterns of development, and thinking patterns.

Four advantages to recognizing authors’ writing patterns when you read: 1. Your comprehension will improve. You will comprehend more because you will be able to follow and understand the writers' ideas more accurately and more efficiently.

2. You will be able to predict what is coming next. As soon as you identify the pattern, you can make predictions about what is likely to come next in a paragraph. Remember, effective readers are active readers who make logical predictions as they read.

It will be easier to memorize information when you study. You can memorize information more efficiently when you understand the way it is organized and will also be able to recall it more effectively.

4. Your writing will improve. Using these patterns when you write will enable you to write paragraphs that are clearer and better organized. This also means you can write better answers on essay tests simply by using appropriate patterns to organize information.

What is the method for recognizing authors' writing patterns?  The pattern will be determined by the organization of the ideas in the entire paragraph or selection, not by the presence of a single signal word or clue. Seeing a word that can be used as a signal for a pattern does not automatically mean that the entire paragraph has that pattern.

The main idea sentence often contains important clues about which pattern is being used. After you have read a textbook paragraph, ask yourself the comprehension monitoring question, “What pattern did the author use to organize the main idea and the supporting details?”  

A group of items presented in no specific order, List pattern: A group of items presented in no specific order, since the order is unimportant. The list pattern is also known as listing pattern.

To emphasize or set off separate items in a list, authors often use: Words such as and, also, another, in addition, and moreover. Numbers (1, 2, 3), even when the order of the items is not important. Numbering items in a list is referred to as enumeration. Letters (a, b, c). Bullets (·). Asterisks (*). Certain punctuation marks, such as the colon (:). Phrases in the main idea sentence that suggest that the details will be presented as a list of items.

A list of items presented in a specific order Sequence pattern: A list of items presented in a specific order because the order is important. The sequence pattern is also known as time order, chronological order, a process, or a series.

To emphasize or set off separate items in a sequence pattern, authors often use: Words such as first, second, third, then, next, finally. Words and phrases that refer to time, such as dates, days of the week, names of months, or phrases such as during the twentieth century or in the previous decade. Enumeration (1, 2, 3). Letters (a, b, c). Signal words such as steps, stages, phases, progression, process, series, and even the word sequence. (These often occur in the main idea sentence.)

Comparison-contrast pattern: Similarities (comparisons) between two or more things are presented, differences (contrasts) between two or more things are presented, or both. The comparison-contrast pattern is also known as ideas in opposition.

To signal comparisons, authors use words such as: similarly likewise both same also

To signal contrasts, authors use words such as: on the other hand in contrast however while whereas although nevertheless different unlike some … others

Contrasts are also signaled by words in a paragraph that have opposite meanings, such as: liberals and conservatives Internet users and non-Internet users people who attended college and people who never attended college

Cause-effect pattern: Reasons (causes) and results (effects) of events or conditions are presented.   Authors use these words to indicate a cause: because the reasons causes is due to is caused by

These words are often used to indicate an effect: therefore consequently thus as a consequence led to the result as a result the effect was this resulted in In reality, causes always precede effects, and authors typically present causes first and then their effects. However, authors sometimes present an effect and then state its cause.

Where and how do authors use transition words in written material? Words and phrases that show relationships among ideas in sentences, paragraphs, and longer selections. Where and how do authors use transition words in written material? Many paragraphs and selections begin with a sentence or paragraph designed to get your attention or to introduce the topic.

Some transition words indicate that Some transition words indicate that the author is continuing a train of thought or adding information. Some transition words indicate that the author is presenting an opposing view, a contrast, or an exception. Some transition words signal to the reader that the author is presenting causes (reasons things happen) or effects (the results or outcomes). Conclusion or summary statements typically appear at the end of the paragraph or selection.

when recognizing authors' writing patterns: Things to keep in mind when recognizing authors' writing patterns: Lists and sequences differ in an important way. Avoid identifying every paragraph as having a list pattern. Authors sometimes mix patterns in the same paragraph. A longer selection may contain several patterns and have an overall pattern as well. Many textbook paragraphs consist of only a definition and explanation of an important term.

Summary of Paragraph Pattern Signals and Clue Words 1. List pattern 1, 2, 3 . . . a, b, c . . . bullets (·) asterisks (*) series stages when before, during, after and also another moreover in addition first, ... second, ... third finally at last process spectrum continuum hierarchy instructions and directions words that announce lists (such as categories, kinds, types, ways, classes, groups, parts, elements, characteristics, features, etc.)

2. Sequence pattern first, … second, … third now then next finally dates 1, 2, 3 . . . a, b, c . . . steps phases progression words that refer to time

3. Comparison-contrast pattern Comparisons similarly likewise both same also resembles parallels in the same manner in the same way words that compare (adjectives that describe comparisons, such as safer, slower, lighter, more valuable, less toxic, etc.) Contrasts in contrast however on the other hand whereas while although nevertheless instead (of) different unlike conversely rather than as opposed to some . . . others opposite words

4. Cause-effect pattern Effects Causes the result(s) the effect(s) the outcome the final product therefore thus consequently as a consequence hence on that account resulted in, results in (effect) (effect) was caused by (effect) is due to led to (effect) (effect) resulted from Causes the reason(s) the cause(s) because is due to (cause) was caused by (cause) (cause) led to resulted from (cause) since

Cause-effect pattern Both the cause and the effect: (effect) is due to (cause) (effect) resulted from (cause) (effect) was caused by (cause) (cause) led to (effect) (cause) results in (effect)

Some questions that indicate cause-effect: What causes (effect)? (Answer will be the cause) Why does (effect) occur? (Answer will be the cause) What is the reason for (effect)? (Answer will be the cause) How can (effect) be explained? (Answer will be the cause) What does (cause) lead to? (Answer will be the effect)

AFTER READING THIS CHAPTER, YOU SHOULD KNOW: What authors' writing patterns are and why it is important to be able to recognize them The method for recognizing authors' writing patterns