Patterns Of

Organization
Patterns of organization is
how we present our ideas.

A paragraph is a series of related

sentences, which are organized and
coherent, dealing with a single topic. 
Unity on a single topic/thesis statement is
an essential characteristic of a
paragraph.
 Every paragraph contains a
thesis statement (main idea),
followed by supporting
sentences.
 There are various ways of
supporting the main idea of a
paragraph with supporting
information. They are called
patterns of organization.
TRANSITIONS

 Transitions, also known as

signal words, are words which
indicate the relationship
between ideas, and the
organization of the details.
THE FIVE BASIC PATTERNS
OF ORGANIZATION
1. Time Order/chronological
2. List of Items
3. Comparison and/or Contrast
4. Cause and Effect
5. Definition and Example
Pattern Transitions Used

Time order Words that show time (first, then, next,

after. . .)

List of Items Words that show addition (also, another,

moreover, finally ...)

Comparison/Contrast Words that show comparison or contrast

(like, just as, however, in contrast. ..)

Cause and Effect Words that show cause and effect

(because, as a result, since, leads to ...)

Definition and Words that show illustration (for example,

Example to illustrate, such as ...)
 TIME ORDER
OR CHRONOLOGY
 Authors usually present events in the
order in which they happen, resulting
in a pattern of organization known as
time order.
 Time order is used frequently.
Textbooks in all fields describe
events and processes, such as:
 events leading to the Fall of Dhaka
 important incidents in Allama Iqbal’s life,
 process of photosynthesis.
TIME ORDER Transition

First next as while

Second before now during

then after until when

since soon later finally

 Other signals for this pattern are
dates, times, and such words as
stages, series, steps, and
process.
 The two most common kinds of
time order involve a series of
events or stages and a series of
steps or directions.
 A Series of Events or Stages
Many scientists believe that the birth of our solar
system began with death—the death of a star in a brief
but enormous explosion. The shock wave from the
explosion disturbed a cloud of gas and dust,
compressing a portion of it. This compressed gas then
became more and more compact, pulling into itself by
its own gravity. The process of falling in towards its
center heated the gas. Eventually the mass of gas and
dust grew hot enough to support thermonuclear fusion
reactions. At this point, the sun was born. It was
surrounded by cold gas and dust. The radiation of the
young sun soon blew away most of this outer material,
but a small portion of it condensed to form the Earth
and other planets
Q- Complete the outline of the paragraph by completing
the main idea and filling in the missing major details
 Main idea: One scientific theory says that
our solar system began with the death of a
star.
1. A shock wave from a star's explosion
compressed a cloud of gas and dust.
2. The compressed gas became more and
more compact as well as increasingly hot,
3. When the heat was great enough for
thermonuclear fusion reactions, the sun
was born
4. A small portion of the sun's outer material
condensed to form the planets.
 Series of Steps Directions
Q-The following passage gives directions that involve several
steps that must be done in order.

When you feel overwhelmed by a heavy work load,

there are several steps you can take to gain control.
The first is to list as quickly as possible everything that
needs to get done. For a report or assignment, this can
mean brainstorming or throwing as many ideas you
can think of onto paper in ten minutes, without worrying
about order or form. Secondly, divide the tasks into three
groups: what has to be done immediately, what can be
done within the next week or so, and what can be
postponed till a later date. Next, break each task down into
the exact steps you must take to get it done. Then, as on a
test, do the easiest ones first and go back to the hard ones
later. Instead of just worrying about what you ought to be
doing, you'll be getting something done. And you'll be
surprised at how easily one step leads to another.
 Main idea: When overwhelmed by a
heavy work load, there are several steps
you can take to gain control.

1. Quickly list everything that needs to get

done.
2. Divide the tasks into three groups.
3. Break each task down into the exact
steps you must take to get it done.
4. Do the easiest tasks first and go back to
the hard ones later.
List of Items

 A list of items refers to a series

of details (such as examples,
reasons, or facts) that support a
point.
 The transitions used in lists of
items tell us that another
supporting detail is being added
to one or more already
mentioned.
 Addition Transitions

And In First of Furthermore

addition all

Also Moreover First Last of all

Another Next Second Finally

Q-The main idea of the paragraph that follows is
supported by a list of items. First underline the main
idea. Then see if you can count the number of items
(major details) in the author's list and also identify the
type of item being listed.
GARBAGE DISPOSAL
A review of the ways our country deals with its garbage
reveals the problems we face in getting rid of and limiting
our waste. First of all, most of the 500,000 tons of waste
generated each day in this country is buried in landfills.
Landfills are expensive to construct, fill up rapidly and can
contaminate groundwater. Incineration is cheaper and
theoretically can pay for itself by producing energy in the
form of electricity or steam. The initial construction expense,
however, is enormous, and mechanical problems are
common. Most disturbing is the potential threat incinerators
pose to public health due to the dangerous toxic gases they
emit during burning. Finally, an important way to deal with
our garbage problem lies in reducing through recycling
programs the amount of garbage produced in the first place.
It has been estimated that up to 80 percent of our garbage
can be eliminated through separation and recycling. To
succeed, this method will have to be much more widely
used than it is now.
 Main Idea:
Ans: How this country deals with
its garbage.
 How many items are listed

Ans: 3
 What type of item is listed?

Ans: landfills, incineration, and

recycling
COMPARISON AND/OR
CONTRAST
 The comparison-contrast pattern
shows how two things are alike
or how they are different, or
both. When things are
compared, their similarities are
pointed out; when they are
contrasted, their differences are
discussed.
Contrast Transition

However On the Different

other hand

In contrast As opposed Differently

to

Instead Unlike Differs from

 Comparison Transition

Alike Like Just like Just as

Likewise Equally Resembles Also

Similarly Similarities Same Similar

Q-The following passage uses the pattern of
comparison or contrast. Read the passage and
answer the questions that follow.

In spite of the stereotype of the hardworking Asian

immigrant who achieves the American dream
against all odds, many refugees from Cambodia,
Laos, and Vietnam suffer from the same kind of
postwar trauma as Vietnam veterans. Like the
returned vets, Asian refugees in this country are
haunted by memories of the horrors of war and
feel alienated from those who did not share that
experience. But unlike the vets, they must deal
with being torn apart from their families as well as
learning to function in a language and a society
foreign to them. Both groups, however, share
symptoms common to war survivors, Including recurring
night terrors, inability to eat or sleep, and chronic
depression.
Q. Is this paragraph comparing,
contrasting, or both?
Ans: comparing and contrasting
Q. What two things are being
compared and/or contrasted?
Ans: The two things being compared
and contrasted are
 the postwar trauma of refugees from
Cambodia, Laos, and Vietnam and
 the postwar trauma of Vietnam
veterans
Q. Which three comparison
and/or contrast transitions
are used in the paragraph?
Ans: The three comparison and or
contrast are:
 Two comparison transitions are
used—same and like.
 One contrast transition is used—
unlike
CAUSE AND EFFECT
 Information that falls into a cause-effect
pattern addresses itself to the questions
"Why does an event happen?" and "What
are the results of an event?" In other
words, this pattern answers the question
"What are the causes and/or effects of an
event?"
 In some cases, several causes will be a
writer's focus; in other cases, several
effects will be examined; in yet other
instances, there will be a whole series of
causes and effects.
 Cause And Effect Transitions

Thus Because Because of Causes

As a Result Result Effects

result in

Therefore Since Consequently Leads

to
Q-Read the paragraph below and see if you can
answer the questions about cause and effect.

Most of the destruction in the great San Francisco

Earthquake of 1906 was the result of fires that the
earthquake triggered, and not the actual earthquake
tremor. When buildings collapsed or were damaged in
the quake, stoves and furnaces were overturned,
resulting in the setting of numerous fires around the
city. Fallen electrical wires started still other fires. At
the same time, the earthquake ruptured the mains that
were supposed to supply water for firefighting. Rubble
in the streets blocked the paths of fire crews trying to
reach burning areas. Thus, San Francisco's firefighters
watched helplessly as the fires caused by the
earthquake grew and grew until they leveled the city.
Q. What was the direct cause of most of the
destruction during the great earthquake in
San Francisco in 1906?
Ans: The direct cause of most of the
earthquake's destruction was fire.
Q. What events did the earthquake cause
which in turn led to fires?
Ans: The events caused by the earthquake
which led to the fires were
1) buildings collapsing and thus knocking down
stoves and furnaces and
2) electrical wires being knocked down.
Q. What effects of the earthquake interfered with
firefighting?
Ans: The effects of the earthquake that interfered with
firefighting efforts were
 ruptured water mains that could thus no longer
provide water for firefighting and
 rubble in the streets that blocked fire crews.
Q. Which four cause-and-effect transitions are used in
the passage?
Ans: The cause-and-effect transitions used in the
passage are
1. result,
2. resulting in,
3. thus, and
4. caused by.
DEFINITION AND EXAMPLE
 To communicate successfully, an author
must help readers understand the words
and ideas that are being expressed. If a
word is likely to be new to readers, the
author may take time to include a definition
before going on.
 Then, to clarify the definition, which might
be too general to be easily understood, the
author may present explanatory details,
including one or more examples to help
readers better understand what is meant.
 For To illustrate One
example

For Such as Specifically

instance

As an To be Including
illustration specific
Q-The following paragraph defines a word, explains it
a bit, and then gives an example of it. After reading
the paragraph, see if you can answer the questions
that follow.

A loss leader is a product or service that sells at a loss

but generates customer interest that can lead to a later
profit. A classic example of a loss leader is the ice-
cream counter at a Thrifty's variety store. Ice-cream
cones are sold for less than the cost of the stand,
equipment, supplies, and labor. But the ice-cream
counter, strategically placed near the store entrance,
helps draw customers into the store. Once inside,
they often buy other items as well, so the store turns an
overall profit. The loss-leader principle is used in
many other applications. 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, money-making shows.
 What term is being defined?
 Ans: Loss leader- 1st sentence
 What is the definition?
 Ans: a product or service
 In which sentence does the first example
begin?
 Ans: 1st example of a loss leader is the
ice cream counter- 2nd sentence
 How many examples are given in al
 Ans: Two examples are given:
 2nd –television networks take a loss
on special events such as Olympics
 Sequence / Process Writing
Information is listed step-by-step.
Explains how to do it or how it happens.

Don’t confuse with

chronological! 4. Flip omelet.

3. Cook on
one side.

2. Add cheese.
Does not occur at a specific
time.
1. Crack a
few eggs.
Studying for a Test
Believe it or not, as important as it is,
many students do not know how to
study for a test. Well, studying for a
test is easy. The first thing that you
must do is take out your notes. Open
your notes up to the section that you
are supposed to review. Read what
you wrote in your notebook. When
you are done, close your notebook
and see if you remember the ideas
that you were studying. Still don’t
remember? Open your notebook
back up a try again.
 Spatial / Descriptive Writing
Racial is to race as spatial is to space.
Describes something in order of space.
Describes how something looks.
TIME DOESN’T PASS in these passages.

Two windows on A television across

the west Wall from the bed.
My bedroom

id dle. A clo
t he m set b
d in y the
A be TV