© 2003 Pearson Education, Inc. Publishing as Longman Publishers A Community of Readers, 4/e Roberta Alexander and Jan Lombardi Chapter 5 Patterns of Organization Where We Live

© 2003 Pearson Education, Inc. Publishing as Longman Publishers In this chapter, you will learn to: zRecognize a variety of patterns of organization zIdentify transitions and other clues that signal each pattern zUse patterns to organize what you read into concept maps, outlines, summaries, and other forms to aid your comprehension and retention.

© 2003 Pearson Education, Inc. Publishing as Longman Publishers “American Cities One Hundred Years Ago” by Robert Divine, et.al. 1.What story does this reading begin with, and why do you think the authors begin with it? 2.What were the two major forces that reshaped American society between 1870 and 1920? 3.Describe the house or apartment you live in. Compare and contrast where you live to where the young girl in the story lived. Reading 1

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Identifying Patterns of Organization zChronological Order & Narration zDefinition and Classification zExemplification zCause and Effect zComparison and Contrast zProcess zProblem/Solution zArgument

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Chronological Order and Narration Chronological Order yIt is commonly used in history and other disciplines. yIt answers the questions xWhen did it happen? xIn what order did it happen? Narration yIt uses chronological or time order. yIt answers the question “What happened?” yIt uses a story/narrative to communicate.

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Definition zAnswers the question “What is it?” zThis definition of a term or a concept may be yjust a few words ya paragraph or more zTerms are often in boldfaced print with the definition yin the body of the text yin the margin yin a glossary at the end of the text

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Classification zThis pattern answers the following questions: yWhat kinds or types are there? yHow can we group items into classes or categories? zDefinition and classification are often used in combination. zExample yAn article might classify all the major breeds of cats and define the characteristics of each specific breed.

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Exemplification zExemplification is the use of examples to support ideas. zIt answers the question “What examples support the main idea?” zExamples support most all of the other patterns of organization. zTransitions yfor example yfor instance yin fact yin addition yfurthermore zTo organize examples, use outlining and mapping.

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Cause and Effect zReadings answer the questions yWhy did something happen? yWhat were the results of a particular event? zTransitions: the reason that,because, since, therefore, as a result, subsequently, consequently, so, and hence zCreate a chart to organize cause and effect.

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Comparison and Contrast Comparison Answers the question “How are two items similar?” Contrast Answers the question “How are two items different?” Note that the items being considered usually fit into the same general category.

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Process zAnswers the questions yHow? yIn what sequence? zTransitions yhow to yin the process of ythe steps to follow yfirst, second, third…finally zCreate a Flow Chart

© 2003 Pearson Education, Inc. Publishing as Longman Publishers “Gated Developments: Fortresses or Communities?” by Heather Eudy 1.Were you aware that some homes cost millions of dollars? Describe the wealthy homes you have seen in your region. 2.What is your opinion of gated communities? Do you believe that, for communities, they are positive, negative, or both? Why? Reading 2

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Problem/Solution zAnswer the following questions: yWhat is the nature of the problem? yHow might the problem be solved? zCommonly used in the discussion of challenging issues. zWriter presents significant problem and proposes possible solutions.

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Argument zIntended to convince the reader to believe or act in a certain way zBased on logic zBegins with strong thesis or main idea zProvides supporting details to back up thesis zTransitions: strongly recommend, in support of, therefore, thus, convince, persuade

© 2003 Pearson Education, Inc. Publishing as Longman Publishers “Why Are People Homeless?” by the National Coalition for the Homeless Think about what you read in Reading 3 and what you already know about homelessness. What do you think is the best way to deal with the problem of homelessness? Reading 3

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Reader’s Checklist 4Patterns of Organization 4Chronological and Narration 4Definition and Classification 4Exemplification 4Cause and Effect 4Comparison and Contrast 4Process 4Problem and Solution 4Argument 4Transitions 4Mapping

© 2003 Pearson Education, Inc. Publishing as Longman Publishers Visit the Alexander/Lombardi Companion Website

© 2003 Pearson Education, Inc. Publishing as Longman Publishers “Life and Death in an Indian City” by Joan Ferrante 1.What kind of neighborhood do you live in? Are there any health dangers there? Explain. 2.What do you think are some of the things that could have prevented the deaths and injuries in Bhopal, India? Explain your answer. Mastery Test 5A

© 2003 Pearson Education, Inc. Publishing as Longman Publishers “Sociological Perspectives on Urbanization and City Life” by Alex Thio This reading presents three perspectives. Which of these perspectives do you agree with? Explain your reasons. 1.Functionalist 2.Conflict 3.Symbolic interactionist Mastery Test 5B