3.2: CONNECT THE DOTS: PATTERNS OF ORGANIZATION & THEIR TRANSITIONS
- Page ID
- 13864
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)When you are analyzing a reading, or planning an essay, supporting details aresimply listed without context. When analyzing a reading, the reader needs to use
the Reading Process in order develop the context before taking notes so that there is clarity about what is important in the text. A writer, of course, has a context in mind when planning an essay, and adds this in with supporting details and transitions.
Activity
Locate a text of your choice, (news article, directions for doing something, an excerpt from a textbook or the novel you are reading for this class,) and bring three copies of it to class.
Bring this to class on _____________________________.
WHAT TO DO WITH THOSE PESKY DETAILS
It may seem like organizing supporting details is pretty ‘cut and dried.’ To some degree this is true, however, an author’s intent has a great deal to do with howdetails get organized. The system of organization an author selects also affects the kinds of transition words and phrases an author uses.
Activity
Use the following table to take notes on Common Patterns of Organization.
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Common Patterns of Organization |
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Pattern |
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Typical transition words |
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Chronological Order |
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Narration
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Definition/ Classification
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Exemplification
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Cause/Effect |
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Comparison/ Synonym |
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Contrast/ Antonym
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Process
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Problem/ Solution
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Argument
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Activity
Work with a partner or small group to analyze one of your articles or excerpts. Analyze for the following:
Get Ready to Read
- Identify the topic
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Guide questions, predictions or prior knowledge.
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Highlight or underline key words
Read
- Read once without marking up
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Read a second time for main ideas & supporting details
THE RIGHT TOOL FOR THE JOB: GRAPHIC ORGANIZERS
Graphics in a text are the best – they take a large amount of information and synthesize it down into a nice, readable tidbit that takes very little of a reader’s time and energy.
In this same way, graphic organizers are a powerful tool for any reader or writer. Graphic organizers are just what they sound like – an organizing tool that utilizes graphics (or pictures.)
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Pattern |
Graphic Organizer (Examples in Course Resources section) |
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Chronological Order & Narration |
Timeline |
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Definition/ Classification |
Listing or Frayer Model |
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Exemplification |
Map or Outline |
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Cause/Effect |
Chart |
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Comparison/Contrast |
Venn Diagram |
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Process |
Flowchart |
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Problem/Solution |
Two-column Table |
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Argument |
Many options here! |
Activity
Return to your small group/partner and the article you analyzed earlier in this section.
Work together to Analyze
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Author’s Purpose
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Organizational Pattern
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Organize the information in a useful way (notes, graphic organizer)
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Summarize using a strategy we have learned in this class.
Check your syllabus. What assignments are coming up to which you will apply your understanding of Organizational Patterns? When will this be due?