Idea Relationshipsor

Author’s Writing Patterns

THEA Objective #4

Writing patterns defined…

the manner in which the author organizes his or her

information.

7 types of questions Sequence PatternList patternCompare-Contrast PatternCause – Effect PatternDefinition / example pattern

Problem/solutionDrawing Conclusions

• Sequence Pattern(time)- The ideas presented by the author must be in order.

• List Pattern (addition)-the author organizes his/her information by making a list. This list does not need be in any order.

• Definition/Example Pattern -(illustration) In this pattern, the author defines a particular term, idea, or concept, then follows by giving examples

• Cause – Effect Pattern -The author explains the reason why something happened or the results of something. (the cause happens first!)

• Compare-Contrast Pattern -This pattern shows how two things are alike (compare) and how they are different (contrast), or both.

Key Words that help

oGreen Book pg- 276oPurple Book pg-300

List PatternOften the author writes about characteristics, elements, features, types, and ways

Cause/Effect Pattern

Cause EffectWhy? resultsReason consequencesExplanation outcomes

Compare-Contrast Pattern

Comparison: how 2 things are alikeContrast: how they are different

1. What term is being defined? 2. Which sentence contains the definition? 3. In which sentence does the first example appear? 4. In which sentence does the second example appear?

(1)A loss leader is a product or service that sells at a loss but generates customer interest that can lead to a later profit. (2)A classic example of a loss leader is the ice-cream counter at a Thrifty’s variety store. (3)Ice cream cones are sold for less than the cost of the stand, equipment, supplies, and labor. (4)But the ice-cream counter, strategically placed near the store entrance, helps draw customers into the store. (5)Once inside, they often buy other items as well, so the store turns an overall profit. (6)The loss-leader principle is used in many other applications. (7)For instance, television networks take a loss on special events like the Olympic Games because they believe that the viewers they attract will then “stay tuned” for their other, moneymaking shows.

1. What term is being defined? 2. Which sentence contains the definition? 3. In which sentence does the first example appear? 4. In which sentence does the second example appear?

(1)A loss leader is a product or service that sells at a loss but generates customer interest that can lead to a later profit. (2)A classic example of a loss leader is the ice-cream counter at a Thrifty’s variety store. (3)Ice cream cones are sold for less than the cost of the stand, equipment, supplies, and labor. (4)But the ice-cream counter, strategically placed near the store entrance, helps draw customers into the store. (5)Once inside, they often buy other items as well, so the store turns an overall profit. (6)The loss-leader principle is used in many other applications. (7)For instance, television networks take a loss on special events like the Olympic Games because they believe that the viewers they attract will then “stay tuned” for their other, moneymaking shows.

loss leadersentence 1sentence 2sentence 7

Notice that each example is introduced by an illustration word.

ILLUSTRATIONThe Definition and Example Pattern

1. Is the paragraph comparing, contrasting, or both? 2. What two things are being compared and/or contrasted? 3. What are three of the comparison and/or contrast signal words used in the paragraph?

(1)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. (2)Typically, women have been more likely than men to dream about children, family members, familiar characters, friendly interactions, household objects, clothes, and indoor events. (3)In contrast, men have been more likely than women to dream about strangers, weapons, violence, sexual activity, achievement, and outdoor events. (4)But as the lives and concerns of the two sexes have become more similar, so have their dreams. (5)In one recent study, the content of men’s and women’s dreams bore a close resemblance. (6)Only two differences showed up: Men were more likely to dream about behaving aggressively, while women were more likely to dream about their anxieties.

The Cause and Effect Pattern(1)During the 1950s and 1960s, airports, bus terminals, and train

stations often charged patrons to use the toilet. (2)People would have to pay a ten- to twenty-five-cent fee before they entered a stall. (3)Owners hoped that the fee would help pay for the cost of keeping the restrooms clean. (4)But for several reasons, pay toilets failed miserably. (5)For one thing, they angered patrons. (6)People accustomed to accessing a restroom for free became upset when they discovered they had to pay. (7)Many outraged bathroom-users vandalized the stalls and trashed the rooms in response, making cleanup even more expensive. (8)In addition, pay toilets caused more trouble than they were worth. (9)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. (10)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. (11)Rather than spending money on high maintenance and lawsuits, companies opened the bathrooms for free use.1. What is the single effect being discussed in the paragraph?

2. What are the three causes discussed?

3. What three cause and effect words are used in the paragraph?

Drawing Conclusions

Making Inferences

Skill #4, continued

Making inferences or Drawing ConclusionsMeans discovering ideas in writing that are not stated directly.

Use hints and clues from the passage to “read between the lines”

What inferences can you make about this cartoon?

Find the two inferences that are most logically based on the information it suggests. A. The couple is not likely to have a good dining experience

at the restaurant.

B. The couple will never eat at the restaurant.

C. The restaurant was recently closed for health violations.

D. Whoever is running the restaurant is not doing a good job. REAL LIFE ADVENTURES © 2006 GarLanco, Reprinted with permission of UNIVERSAL PRESS SYNDICATE. All rights reserved.

Read the following passage and find the two inferences that are most firmly based on the information given.

A sociology professor wrote on the board, “A woman without her man is nothing” and, with a smile, asked students to punctuate the sentence correctly. The men all wrote, “A woman, without her man, is nothing.” However, the women wrote, “A woman: Without her, man is nothing.”

A. The professor was definitely a man.

B. The professor did not believe students could punctuate

the words correctly.

C. The professor knew there was more than one way to punctuate the words correctly.

D. The professor is not a good teacher.

E. Gender differences caused students to read and punctuate

the professor’s words differently.

Read the following passage and find the three inferences that can most logically be drawn from it.

A famous psychology experiment conducted by Dr. John B. Watson demonstrates that people, like animals, can be conditioned—trained to respond in a particular way to certain stimulations. Watson gave an eleven-month-old baby named Albert a soft, furry white rat. Each time Albert tried to stroke the rat, Dr. Watson hit a metal bar with a hammer. Before long, Albert was afraid not only of white rats but also of white rabbits, white dogs, and white fur coats. He even screamed at the sight of a Santa Claus mask.

A. Dr. Watson did not like small children.

B. Before the experiment, Albert was not afraid of white rats.

C. Albert had been familiar with rats before the experiment.

D. If he had seen a black fur coat, Albert would have screamed.

E. Albert connected the loud noise of the hammer striking the metal bar with the white rat.

F. Albert was afraid of unexpected loud noises.

Reading a Graph

Can you find the three inferences that are most logically based on the graph to the left?

1. The work force of 1900 was very different from the work force of today.

2. Before 1900, farmers made up the smallest percentage of workers.

3. In 1940, the percentages of farm workers and white-collar workers were about equal.

4. In general, as the number of farming and blue-collar workers has decreased, the number of white-collar workers has increased.

5. In 1940, blue-collar workers made up about 25 percent of the U.S. work force.

6. In the future, most U.S. workers are likely to be white-collar workers.

Changes in U.S. Work Force, 1900–2010

Guidelines for Making Inferences in Reading

Keep these guidelines in mind as you work on the exercises in this chapter:

1 Never lose sight of the available information.

As much as possible, base your inferences on the facts. For instance, in the paragraph about Watson’s experiment, we are told, “Albert tried to stroke the rat.” On the basis of that fact, we can readily conclude that the baby had no fear of rats.

2 Use your background information and experience to help you in making inferences.

Our understanding and experience with babies, for example, help us realize that Albert was frightened of unexpected loud noises.

3 Consider the alternatives.

Don’t simply accept the first inference that comes to mind. Instead, consider all the facts of a case and all the possible explanations.

Always make sure to underline the hint or clue that gave you

your answer.

If you have nothing to underline, your answer is wrong!

All answers must be based on what was in the passage!!