© 2004 Pearson Education, Inc., publishing as Longman Publishers

Chapter 7: Following Thought Patterns

College Reading and Study Skills,

Ninth Edition

by Kathleen T. McWhorter

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Objective:

This chapter focuses on important features of textbook chapters and essays.

LEARNING PRINCIPLE: You are able to remember information better if it is organized or if you can detect a pattern.

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Textbook Organization

Usually each text is divided into chapters, then sections, subsections, and, finally, paragraphs in the subsections.

Each paragraph has a main idea and supporting information.

See Figure 7.1 for textbook organization.

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Structure of Essays and Articles

Introduction: contains thesis statement.

Body: one or more paragraphs with supporting details to support the thesis.

Conclusion: final statement about the subject.

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Types of SupportingInformation

Examples

Reasons

Description

Facts and Statistics

Citation of Research Evidence

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What type of detail is used in the following paragraph?

“According to its proponents, a national primary would bring directness and simplicity to the process for the voters as well as the candidates. The length of the campaign would be shortened and no longer would votes in one state have more political impact than votes in another. The concentration of media coverage on this one event, say its advocates, would increase not only political interest in the nomination decision, but also public understanding of the issues involved.” (from Edwards, Wattenberg, and Lineberry, Government in America, p. 230.)

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Types of SupportingInformation

Examples

Reasons

Description

Facts and Statistics

Citation of Research Evidence

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Recognizing Organizational Patterns

By identifying the pattern of a paragraph, it becomes more meaningful and easier to remember.

Once you recognize a pattern, the paragraph’s organization becomes familiar and predictable.

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Common Patterns

Definition

Time Sequence

Comparison-Contrast

Cause-Effect

Problem-Solution

Enumeration

See Figure 7.3 for a summary of patterns, and Figure 7.4 for directional words used in patterns.

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Predict the thought pattern of the following:

“Unlike the statues of humans, the statues of animals found at Stone Age sites are quite lifelike.”

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Common Patterns

Definition

Time Sequence

Comparison-Contrast

Cause-Effect

Problem-Solution

Enumeration

See Figure 7.3 for a summary of patterns, and Figure 7.4 for directional words used in patterns.

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Summary Questions

Why is it important to become familiar with the organization of your textbooks?

What types of supporting information are used in textbooks and how is this information organized?

How can you tell which organizational pattern is being used in a section or paragraph?

Why is it helpful to recognize the pattern of a passage you are reading?

© 2004 Pearson Education, Inc., publishing as Longman Publishers

Take a Reading Road Trip!

Take a trip to ELLIS ISLAND and the STATUE OF LIBERTY and visit the Patterns of Organization module on your CD-ROM.