Chapter 6:
Recognizing
Author’s Writing
Patterns
An Analogy
Football
Reading
--A range of possible plays
--A coach who decides which play
to use
--A quarterback who announces or
signals the coach’s play to the
team
--A range of possible ideas
--An author who decides on the
main idea to be presented
--A main idea sentence (stated or
implied) that expresses the
author’s most important point in
a paragraph
--Details that support the main idea
(make it more understandable)
--A writing pattern (an organizational pattern) the author uses to
arrange the details in the most
logical way
--The rest of the team who carry
out the play
--The formation the coach uses to
line up the players so they can
best carry out the play
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Chapter 6: Recognizing Author’s Writing Patterns
2
List Pattern
The author presents a group of items in no particular order
because the order is not important.
Clue words and signals include:
and
also, too
another
moreover, besides
in addition
first, second, third , etc.
further
finally
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1, 2, 3 …
a, b, c …
bullets (•)
asterisks (*)
words that announce lists (such as
categories, kinds, types, ways, classes,
groups, parts, elements, characteristics,
features, etc.)
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Sequence Pattern
The author presents a group of items in a specific order
because the order is important.
Clue words and signals include:
first, second, third…
now, then, next, finally
dates
words that refer to time
1, 2, 3 …
a, b, c …
steps
phases
progression
series
stages
when, while
before, prior to, during, after
last, at last
process, spectrum, continuum
instructions and directions
Note that some signals (first, second, third; a, b, c; 1, 2, 3) are the same as for lists.
Read the material carefully and decide whether the order is important. If the order is
important, then the pattern is a sequence.
© 2008 McGraw-Hill Higher Education
Chapter 6: Recognizing Author’s Writing Patterns
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Definition Pattern
The author presents an important term and discusses it
throughout the paragraph.
Clue words and signals include:
words in bold print
words in italics
words in color
is defined as
means
in other words
is, is known as
that is (i. e.)
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refers to, is referred to as
the term
is called
by this we mean
or (preceding a synonym)
punctuation that sets off a definition
or synonym , : ( ) [ ] –
examples that illustrate the definition
or meaning of a term
Chapter 6: Recognizing Author’s Writing Patterns
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Cause-Effect Pattern
The author presents cause(s), effect(s), or both.
Causes are reasons; effects are results or outcomes.
Clue words and signals include:
Cause
the reason(s)
the cause(s)
because, since
is due to [cause]
was caused by [cause]
[cause] leads/led to
resulted from [cause]
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Effect
thus
the result(s)
the effect(s)
the outcome
consequently
the final product
therefore
hence
as a consequence
on that account
[effect] is/was caused by
resulted in, results
[effect] is/was due to
[effect] resulted from
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Questions that indicate the cause-effect
pattern include:

What causes [effect]? (The answer will be the cause.)

Why does [effect] occur? (The answer will be the cause.)

What is the reason for [effect]? (The answer will be the cause.)

How can [effect] be explained? (The answer will be the cause.)

What does [cause] lead to? (The answer will be the effect.)
© 2008 McGraw-Hill Higher Education
Chapter 6: Recognizing Author’s Writing Patterns
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Comparison/Contrast Pattern
The author presents similarities (comparisons) between two or more things,
contrasts (differences) between two or more things, or presents both
similarities and differences.
Comparison
similarly
likewise
both
same; alike
also
resembles
parallels
in the same manner
in the same way
words that compare
(adjectives that describe
comparisons, such as
safer, slower, lighter,
more valuable, less toxic, etc.)
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Contrast
in contrast
some; others
however
nonetheless
as opposed to
conversely
whereas
words that have opposite
while
meanings (such as men and
although
women;ancient and modern)
nevertheless
instead (of)
different; difference
unlike; dissimilar
rather than
on the one hand; on the other hand
Chapter 6: Recognizing Author’s Writing Patterns
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Cadence for
Authors’ Writing Patterns
Paragraph patterns, there are five
That authors use to organize.
Order’s not important in a list;
Just be sure no items are missed.
In sequence, the order must be correct;
From first to last, makes things connect.
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Chapter 6: Recognizing Author’s Writing Patterns
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Cadence (continued)
Definition always defines a term
That the author wants you to learn.
Compare/contrast presents with ease
Differences and similarities.
Cause-effect helps all adults
Understand reasons and results.
These patterns help you analyze
The ways that authors organize.
© 2008 McGraw-Hill Higher Education
Chapter 6: Recognizing Author’s Writing Patterns
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The Edge:
Pointers from the Coach

There won’t always be clue words or signals for the pattern in a
paragraph.

Some paragraphs (and longer selections) have a combination
of patterns. This is know as a mixed pattern.

Avoid viewing every paragraph as a list pattern. Ask yourself,
“A list of what?”

Take advantage of clue words in the main idea sentence
(whether stated or implied) that indicate the author’s writing
pattern. (“There are several effects of frostbite” or “Anorexia and
bulimia are both eating disorders, but they have very different
characteristics” or “The process of cell division consists of five distinct
phases.” )
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Chapter 6: Recognizing Author’s Writing Patterns
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The Edge (continued)

Different readers may view the same paragraph as having a different
pattern, but what matters is that each reader sees a pattern and has
logical reasons for choosing that pattern.

You will sometimes see a variation of the cause-effect pattern known
as the problem-solution pattern. (A situation is causing a problem; it
is having certain effects. Solutions will usually be presented as well.)

In some subjects (history, science, etc.), certain patterns show up
more often.

Longer selections often have an overall pattern.

When you need to learn information presented in a comparison/
contrast paragraph, put the information in the form of a chart.
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Chapter 6: Recognizing Author’s Writing Patterns
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Chapter 6 (con’t)
Relationships within Sentences
Authors also use many of the same clue
words to indicate the relationship between
information in a single sentence, or to show
the connection between information in two
consecutive sentences.
Clarification

Authors use certain words to indicate that they are
trying to make information in a sentence clearer or
easier to understand.

These include in other words, clearly, it is
obvious, that is, as a matter of fact, in fact,
evidently, and of course. Often a general or
potentially confusing statement is followed by a
clarification.
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Chapter 6: Recognizing Author’s Writing Patterns
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Example

Authors use examples, specific incidences or
illustrations, to help explain other, more general
information in a sentence or paragraph. For this
reason, the relationship is also referred to as
“generalization and example.”

To introduce examples, authors use for example, to
illustrate, such as, are examples of, and for
instance.
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Chapter 6: Recognizing Author’s Writing Patterns
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Addition

Authors use the clue words for lists to signal that
information is being added. That is, they use
words such as and, also, further, in addition,
equally, besides, next, moreover, furthermore, and
finally.

This pattern or relationship is also referred to as
elaboration.
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Chapter 6: Recognizing Author’s Writing Patterns
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Sequence

Authors use a sequence to present information in a specific
order because the order is important. Events are given in the
order in which they occurred or in order of importance.

Clue words are those that refer to time, such as during the
last century, next year, in the 1990s, at the start of the
Middle Ages, specific dates, words such as first, second,
then, next, last, before, after, at that time, during, formerly,
now, soon, while, presently, when, later, followed by, and
words such as sequence, process, steps, procedure, ranking,
series, progression, etc. They may also use numbers, letters,
or bullets when sequencing or ranking items. Narratives
follow a sequence pattern since they tell a story.
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Chapter 6: Recognizing Author’s Writing Patterns
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Comparison

Comparisons show similarities or
likenesses.

Clue words are as, like, similarly, likewise,
same, similar, and in the same manner. Also
watch for comparative forms of words, such
as lesser, greater, highest, etc.
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Chapter 6: Recognizing Author’s Writing Patterns
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Contrast

Contrasts focus on differences or opposites.

Clue words include pairs of words that have
opposite meanings (such as rich and poor), and
words such as in contrast, but, although, however,
yet, nevertheless, on the contrary, on the one hand,
and on the other hand.
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Chapter 6: Recognizing Author’s Writing Patterns
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Cause-Effect

Authors use words such as because, due to,
since, and causes to indicate reasons, and
words such as thus, therefore, as a result,
consequently, result, outcome, lead to,
resulted in, and hence to indicate results.
© 2008 McGraw-Hill Higher Education
Chapter 6: Recognizing Author’s Writing Patterns
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Problem-Solution

The problem-solution pattern is actually just a variation of the causeeffect pattern. Authors use it when they want to present a problem and
its solutions.

They typically include the factors that lead to the problem and explain
the significance of the problem so that readers understand why the
problem is important. Solutions or recommendations for solving the
problem may be tied to each of the specific causes. (The solution itself
may be a sequence pattern, in which the author spells out a certain
procedure or steps that must be followed to remedy a situation.)

Watch for words such as problem (the cause of the difficulty), the
significance (the effects of the problem; why it matters), and solutions.
© 2008 McGraw-Hill Higher Education
Chapter 6: Recognizing Author’s Writing Patterns
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Spatial Order

Authors use words such as above, beyond,
within, near, facing, next to, north, south, to
the right, site, location, and so forth to
describe the placement or location of one or
more things. (A variation of this pattern is
the description pattern.)
© 2008 McGraw-Hill Higher Education
Chapter 6: Recognizing Author’s Writing Patterns
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Summary

Some paragraphs simply review the important points
presented earlier. The author condenses or consolidates
them in a sentence or paragraph at the end of longer
paragraph or selection. Sometimes the author draws an
overall conclusion based on those major points, as well.

To signal a summary or conclusion, authors use words
such as in summary, in conclusion, in brief, thus, therefore,
to summarize, to sum up, in short, and the point is.
© 2008 McGraw-Hill Higher Education
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