TEXT PATTERN OF

ORGANIZATION
ORGANIZATION OF TEXT

Youll discover how to

Identify the main idea and supporting details;

Interpret a sequence of events;
Analyze causes and effects to predict outcomes;
Locate details that are compared or contrasted;
Distinguish the difference between a fact and
opinion;
Recognize how questions connect you to the text;
Classify problems and solutions;
Identify inferences;
Draw conclusion;
Identify the most important parts to summarize.

TEXT PATTERNS
Time/chronological order,
cause effect,
enumeration,
comparison-contrast,
question and answer, and
problem-solution

CHRONOLOGICAL ORDER
It helps to know that the Greek root chron
means time and logical means valid or
true. So chronological means in true
time order or sequence.
The author explains the main idea with a
series of events or steps in a process that
follow one after the other in time order.

Before the concert, we were excited because we

had awesome front row seats. Then the show
began, and for awhile, it was great. But soon I
couldnt even hear the music over the screams of
the audience! After the concert, when we could
hear again, we had pizza and listened to some
quiet rock!

get front row seats go to concert

music and crowd loud go home to quiet

Other example
Albert Einstein was born in 1879 in Ulm, Germany.
He graduated from the University of Zurich in
Switzerland in 1905. In 1905 he also did some of his
most famous work in physics. In 1919 he won the
Nobel Prize for Physics. Between 1919 and 1933 he
lived in Germany and traveled a lot to talk to other
scientists. Then in 1933 he had to leave Germany
because of Hitler and the Nazi party. He moved to
the United States. From 1933 until his death he lived
in Princeton, New Jersey. He died on April 18, 1955.

Phrases
Key words/phrases in the main idea: began,
account, story, process, history, sequence.
Signal words/phrases: first, second, then, next,
after, while, since, then, soon, finally, at last, in
1965, last June, later, over time, the next step,
the following week.
(Mikulecky and Linda, 2007)

 Signals Events
1879 Albert Einstein was born in Ulm, Germany
1905 He graduated from the University of Zurich,
and did some of his famous work in physics.
1919 He won the Nobel Prize in Physics.
1919-133 He lived in Germany and travelled a lot
to talk to other scientists.
1933 He had to leave Germany because of Hitler
and Nazi party. He moved to the United States.
1933-1955 He lived in Princeton, New Jersey.
April, 19, 1955 He died.

CAUSE AND EFFECT

living things and forces make them happen.
Whatever or whoever makes something happen
is the cause; what happens is the effect. For
example, a singer hits a very high note and a
glass shatters. Vibrating sound waves are the
cause; broken glass is the effect.

Enumeration/Listing
Enumeration/Listing: Listing bits of
information (facts, propositions, events, ideas),
usually qualifying the listing by criteria such as size
or importance. The author states the main idea in
the form of a generalization and gives a list of details
or examples to support that general statement.
Key words/phrases in the main idea: many, several,
a number of, a variety of, a few, kinds of
Signal words/phrases: for example, for instance,
first, second, another, also, besides, in addition,
final, last, most important. (Mikulecky and Linda,
2007)

Example
Diamonds are very expensive for several reasons. First, they are difficult to
find. They are only found in a few places in the world. Second, they are
useful. People use diamonds to cut other stones. Third, diamonds do not
change. They stay the same for millions of years. And finally, they are very
beautiful.
The underlined words are signal words. They tell us about the authors
pattern of organization. The signal word for this text is several. It tells us to
look for a list. This list tells us several reasons why diamonds are expensive.
It was easy to find the reasons. There is a signal word for each reason:
Signals Reasons
first difficult to find
second useful
third they do not change
finally

beautiful

COMPARE AND CONTRAST

Pointing out likenesses (comparison) and differences
(contrast) among facts, people, events, concepts, etc. The
author's main idea is a general statement about two things
and how they are similar and/or different. A comparison
can include both similarities and differences, or only
the similarities. A contrast states only differences.
Key words/phrases in the main idea: similarities, differences,
both, in common, same, different, compare, comparison.
Signal words/phrases for similarities: similarly, also, in the
same way, as, like, both, in common.
Signal words/phrases for differences: however, but, on the
other hand, although, while, in contrast, than, conversely,
yet, unlike.
(Mikulecky and Linda, 2007)

 Marissa and Matthew are twins, but she has dark

hair and hes a blond. Everyone in their family
has brown eyes. Matthew plays drums and
Marissa plays guitar in the school band. They
both sing and want to start a rock group.

Example

There are many different causes of car accidents in

the United States. Sometimes accidents are
caused by bad weather. Ice or snow can make
roads very dangerous. Accidents also can result
from problems with the car. Even a small
problem like a flat tire can be serious. Bad roads
are another cause of accidents. Some accidents
happen because the driver falls asleep. And
finally, some accidents are caused by drinking
too much alcohol. In fact, this is one of the most
important causes of accidents.

Causes

Signals

bad weather

are caused by

car problems

result from

bad roads

cause of

Effects

driver falls asleep

because

drinking alcohol

are caused by

car accidents

QUESTION AND ANSWER

SOME AUTHORS USE a question-andanswer text structure. This text structure is
especially common in science books. The author
asks readers a question, then answers it.
Sometimes the answer can easily be found in the
text word for word.
Example
What lets you see tiny things up-close-andpersonal? A microscope! It gives you a peek at a
tiny world that plays a big part in our lives!

Other times, readers have to put details from the

text together to get the answer.
Example
How does a microscope work? Light reflects off
objects and bends as it goes through a lens.
When the light reaches your eyes, the objects
look larger than they are.

And other times, an author wants to connect with

readers . . . to get them involved. So the author
asks a personal question.
Example
Do you use a microscope in science class? Then
you know how tiny things look bigger.
Words like who, what, when, where,
why, and how signal readers that an author is
using a question-and-answer text structure. A
question mark can also be a signal, but
sometimes the authors question is not stated
directly.

PROBLEM AND SOLUTION

SOME AUTHORS USE a problem-and-solution
text structure to organize their ideas. An author
may state a problem, and then describe a
solution.
Example
After the school fire, there was a lot of damage. Our
computer lab was a total loss. So we put on a
fund-raising carnival the next Saturday. We used
all the money to buy new computers!
Problem: A fire ruined the school computers.
Solution: Raise money at a school carnival for
new computers.

 Sometimes an author tells a solution, and then

states the problem it solves.
Example
We had a great fund-raising carnival last
Saturday. We raised a lot of money to buy new
computers. We needed them after we had a re
at the school. Our computer lab had been a total
loss!
Solution: Have a fund-raising carnival.
Problem: Fire ruined school computers.

DISCOURSE MARKERS
Notional category/meaning

1. Enumerative. Introduce in order

in which points are to be made or
the time sequence in which actions
or processes took place.

2. Additive
2.1 Reinforcing. Introduces a
reinforce-ment or confirmation of
what has preceded.
2.2 Similarity. Introduces a
statement of a similarity with what
has preceded.
2.3 Transition. Introduces a new
stage in the sequence of
presentation of information.

Marker

first(ly), second(ly), third(ly), one,

two, three / a, b, c, d, next, then,
finally, last(ly), in the first /
second plce, for one thing / for
another thing, to begin with,
subsequently, eventually, finally,
in the end, to conclude
again, then again, also, moreover,
furthermore, in addition, above
all, what is more
equally, likewise, similarity,
corres-pondingly, in the same way
now, well incidentally, by the
way, O.K., fine

3. Logical Sequence
3.1 Summative. Introduces
summary of what has
preceded.
3.2 Resultative. Introduces
an expre-ssion of the result
or consequence of what
preceded (and includes
inductive and deductive
acts).
4. Explicative. Introduces an
explanation or reformulation
of what preceded.

so, so far, altogether,

overall, then, thus,
therefore, in short, to sum
up, to conclude, to
summarize
so, as a result,
consequently, hence, now,
therefore, thus, as a
consequence, in
consequence
namely, in other words, that
is to say, better, rather, by
(this) we mean

5. Illustrative. Introduces an
illustration or example of
what preceded.
6. Contrastive
6.1 Replace. Introduces an
alternative to what preceded.
6.2 Antithetic. Introduces
information in opposition to
what precede.
6.3 Concessive. Introduces
information which is
unexpected in view of what
preceded.

for example, for instance

alternatively, (or) again, (or)

rather, (but) then, on the
other hand
Conversely, instead, then,
on the contrary, by contrast,
on the other hand
anyway, anyhow, however,
nevertheless, nonetheless,
notwithstanding, still,
though, yet, for all that, in
spite of (that), at the same
time, all the same

TEX
T
DISCOURSE MARKERS

AUTHOR

READIN
G

WRITING

The Role of Discourse Markers

READER

FACT AND OPINION

MAKING INFERENCES

DRAWING CONCLUSIONS

SUMMARIZING