The document discusses common thought patterns used in academic writing to organize ideas. It identifies six main thought patterns: illustration/example, definition, comparison/contrast, cause/effect, classification, and chronological order. It provides examples of each pattern and explains how transitional words can help identify the organizational structure being used. The purpose is to help readers better understand text structure and improve comprehension.

1. 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

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

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

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

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

6. 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. Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers TERM General class or group Distinguishing feature Distinguishing feature Distinguishing feature

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

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

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

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

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

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

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

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

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

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

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

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

19. 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

20. 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

21. 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

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

23. 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

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

25. 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. www.ablongman.com/myreadinglab Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers

26. 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. Copyright 2008 Pearson Education, Inc., publishing by Longman Publishers