Teaching Nonfiction
Patterns of Organization
© Rochester Public Schools
Mary Barrett
Mayo High School
1420 SE 11th Avenue
Rochester, MN 55904
© 13
These materials may be duplicated for nonprofit, educational use.
© 13
These materials may be duplicated for nonprofit, educational use.
Why Teach Patterns of Nonficiton?
***
Text organization is a critical
variable in learning and memory.
Most textbooks and content
materials are not well organized.
***
· In general, a reader's ability to capitalize fully on text structure is viewed as a late-developing skill.
· Readers can be taught to identify text structures.
· A reader's knowledge of various expository text structures aids in recall.
· A reader's knowledge of various expository text structures aids in comprehension.
· Failure to use knowledge of text structures with an unfamiliar topic negatively affects comprehension and recall.
1991 Research by Dr. Charles Peters
Michigan – Oakland Schools
© 13
These materials may be duplicated for nonprofit, educational use.
PATTERNS of ORGANIZATION:
All information can be divided into four categories:
TOPIC: This is the SUBJECT MATTER (SM) of an article. To find the topic, you ask, “What’s it about?”
MAIN IDEA: This is the GENERALIZATION (G) of an article. To find the main idea, you ask, “What is the author saying about the topic?”
DETAILS: The DETAILS (D) give the specific facts, reasons, and examples of the article. To find the details, you ask, “Who, What, Where, When, Why?” The answers to these questions are the FIRES.
SIGNIFICANCE: If the writing is persuasive, the author may also include a persuasive argument called the SIGNIFICANCE (Sig.). To find the significance, you ask, “So what does the author want me to do about it?” Not all persuasive writing contains a significance.
You may find the above information in two ways within the article you are reading. It may be DIRECTLY STATED, or you may have to make an INFERENCE based on the details the author gives.
INTRODUCTORY DEVICE and PIVOT
Authors frequently begin with an introductory device. They do this for three reasons:
1. to get the reader’s attention,
2. to introduce the topic, and
3. to give background information.
When the author uses an introduction, you have to use critical reading skills to recognize when the author stops the introduction and states the topic, for often the introductory material will not help you predict exactly what the author’s main point will be.
You can recognize when the introduction ends by watching for PIVOT words and phrases. The pivot is often negative, and it signals that the first generalization is coming.
Two examples are as follows: “But not everyone.”
“In other words, he’s a rarity.”
FOCUS AS YOU READ AND VARY YOUR RATE
As you read, you should be focusing on thoughts, not words. You want to chunk information together and recognize what is the main point and what is supporting detail. This focusing and interaction with text will help you to build and maintain your concentration.
As you do this, you want to vary your rate to suit your purpose. Your RATE depends on two things: your purpose and the level of difficulty of the material you are reading. The more you have to remember, the more slowly you read. The more difficult the material is, the more slowly you read. Here are some general guidelines:
Purpose: Rate Comprehension WPM
for entertainment rapid 50% Ý 600
to find main Idea fairly rapid 70% Ý 400
to find MI and key details average 80% Ý 200
for complete mastery slow 100% 50-10
METHODS OF ELABORATION
Authors elaborate on information (give details) in five ways.
1. Facts
2. Incidents/Anecdotes
3. Reasons
4. Examples/Evidence
5. Statistics
You may find FIRES in the TEXT or in the GRAPHICS such as charts, maps, pictures, and other visuals.
PATTERNS OF ORGANIZATION
Authors organize nonfiction information in eight common patterns. All the patterns can be divided into the categories of either INFORMATIVE or PERSUASIVE. Sophisticated writers may combine elements of patterns in a single article. You may find, for example, background information in a problem-solution article or effects in a thesis-evidence article.
INFORMATIVE PATTERNS
The informative patterns are not persuasive. The author is simply presenting information as a teacher would. This pattern is usually found in textbooks or newspapers and magazines, and the author will give you clues to help you chunk the information. For example, you will see bold face type and color in headings; you will see the information divided into chapters and sections; you will see illustrations; and you will often see introductions at the beginning and summaries at the end. You will also see transition words. You may discover a variety of patterns represented within a single article.
1. CAUSE/EFFECT (C/E)
This pattern of organization has two parts. It is not persuasive, and it may occur in just about any type of publication (newspapers, magazines, textbooks, etc.).
CAUSE To find the cause, you look at what happens first. You ask, “Why is this happening?”
EFFECT To find the effect, you look at what happens second, or as a result. You ask, “What is the result of this action?”
Cause/effect can be organized in four ways.
A. multiple causes with one effect
B. multiple effects with one cause
C. chain link cause/effect
D. random causes and effects without a one-to-one relationship
Here are some examples:
A. Multiple Causes/One Effect
Causes: Eat lots of vegetables.
Eat lots of fruits.
Eat lots of grains.
Eat less fat.
Eat less sugar.
Effect: Better health, lower cancer rates, weight control
B. One Cause/Multiple Effects
Cause: A student failed a class at school.
Effects: Grounded
Loss of driving privileges
Cut down hours of working
Required homework time each day
Weekly reports from teachers on progress
C. Chain Link Cause and Effect
Cause: I smoked.
Effect: I got cancer.
Cause: I got cancer.
Effect: I had chemotherapy.
Cause: I had chemotherapy.
Effect: My hair fell out.
Cause: My hair fell out.
Effect: I had to wear a wig.
Cause: I had to wear a wig.
Effect: My head itched all the time.
D. Multiple Causes and Multiple Effects
Causes: Weather has always been violent.
Man’s burning of fossil fuels can change weather.
Volcanic eruptions change the atmosphere and the weather.
El Niño and La Niña change the weather.
Effects: Tornadoes, Hurricanes, Thunderstorms, Nor’easters, etc.
Droughts
Melting of Polar ice caps.
Global warming
2. COMPARE/CONTRAST (C/C)
In this pattern, the author shows you similarities and differences of two topics. This pattern may occur in any type of publication (newspaper, magazine, textbook, etc.). When you compare, you can discuss both similarities and differences; when you contrast, you give only differences.
COMPARE: “What are the things which these two topics have in common?”
CONTRAST: “What are the differences between these two topics?”
EXAMPLE: Compare and contrast Christianity and Islam.
SIMILARITIES: Both are religions
Duties: pray; give to poor
Worship: one special service weekly
Afterlife: lead good lives; go to heaven
Judgment Day: book of good and bad deeds for reward and punishment
Christianity DIFFERENCES: Islam
Bible Writings Koran
Christ (1 AD) Beginnings Mohammed (570 AD)
Worship once weekly Worship Worship five times daily
No./So. America; Europe Location North Africa
Trinity (Father, Son, God Allah
Holy Spirit)
3. TOPICAL (Top)
Information that is organized topically is organized by subject. Topical organization requires you to break information into subtopics by using the 5 W’s + H to help you locate the pertinent details.
In this pattern, you want to take notes in a two-column format with the subtopic(s) acting as a table of contents on the left while you record important details on the right. Each subtopic, or chunk, should be separated by white space in your notes.
4. CHRONOLOGICAL (Chron)
This pattern of organization means that information is given to you sequentially. This may be done either in the order of time (such as in history) or the steps of a process (as in psychology or math). In your mind, organize the details in order.
In this pattern, you want to take notes in a two-column format with the steps acting as a table of contents on the left while you record important facts or actions on the right. Each step, or chunk, should be separated by white space in your notes.
5. TECHNICAL (Tech)
Technical writing is an informative pattern that may not be written in paragraph form. In fact, it is often a list or may be a set of instructions. A technical article may be organized either chronologically (how to program your VCR) or topically (types of aid available from legal services in Olmsted County). Technical writing differs from the informational patterns in four ways:
1) Technical writing contains technical jargon.
2) Technical writing tells you how to do something.
3) Technical writing gives a step-by-step process.
4) Technical writing includes diagrams and illustrations.
In this pattern, you want to take notes in a two-column format with the subtopics or steps acting as a table of contents on the left while you record important facts or actions on the right. Each step, or chunk, should be separated by white space in your notes.
PERSUASIVE PATTERNS:
In a persuasive pattern, the author is trying to convince you to change your mind, your actions, or both your mind and your actions. The author will present evidence and follow that with information on what the target audience could do to effect change. Sometimes the author also gives SIGNIFICANCE; asking the question “What does the author want ME to do about this” can identify this. Not every article has a significance because the reader cannot take action in all instances.
6. PROBLEM/SOLUTION (P/S)
This persuasive pattern of organization has four parts. P/S is commonly found in current event topics.
PROBLEM To find the problem, you ask, “What’s wrong?” or “What’s the problem?”
EFFECTS To find the effects, you ask, “What is happening because of this problem? What are the results?”
CAUSES To find the causes, you ask, “Why is this problem occurring? Why do we have this problem?”
SOLUTION To find the solution, you ask, “How can the target audience fix or eliminate this problem?”
EXAMPLE:
P = More teens are smoking.
E = Teens are more easily addicted and often are hooked as smokers for life. The longer a person smokes, the more likely it is that s/he will develop smoking-related diseases.
C = Cigarette advertising specifically targets teens. Teens smoke because of peer pressure.
S = Ban cigarette advertising symbols such as Joe Camel, which specifically target teens. Educate teens as to the dangers of smoking.
Sig. If you don’t smoke, don’t start; if you do smoke, quit.
7. THESIS/PROOF (T/P –Also called Thesis/Evidence)
The subject matter of this persuasive pattern is often scientifically based, and you will be convinced of the author’s thesis because the evidence is well-documented and accurate.
Thesis/Proof is a pattern commonly found in psychology, medicine, engineering, and in some advertising.
THESIS: To find the thesis, you ask, “What is the author trying to prove?”
BACKGROUND: To find the background, you will ask, “What do I need to know to understand this subject?” The answer may be in the form of definitions or historical data. This is sometimes prior research studies that have been carried out.
PROOF: The evidence will consist of the facts, reasons, examples, and statistics that the author uses to prove his thesis. You will ask, “What evidence does the author present which proves his thesis?”
IMPLICATION: The implication is the action you must take to avoid dire consequences. You will ask, “What does the author say the target audience must do to avoid negative consequences or achieve maximum benefits?”
EXAMPLE: T = Smoking is dangerous and may cause illness and death.
B = Scientific studies begun in the 1950’s led the Congress to pass a law in 1963 requiring cigarette manufacturers to place a warning label on all cigarette packages.
P = Two thirds of all smokers develop smoking-related diseases. Half of all smokers have serious health consequences. Eight out of ten smokers die of smoking-related causes such as cancer.
I = Smoking is dangerous and deadly, so no one should smoke. Tobacco should be banned.
SIG. = If you smoke, quit. If you don’t smoke, don’t start.
8. OPINION/REASON (O/R)
The subject matter of this persuasive pattern is often controversial in that you will be able to find opposing viewpoints and arguments on both pro/con sides of an issue. Some examples of O/R topic are abortion, gun control, euthanasia, the death penalty, and legalizing drugs.
Opinion/Reason is a pattern commonly found in book/movie/music review, in politics, in most advertising, in essays, and in editorials or editorial cartoons.
OPINION To find the author’s opinion, you ask, “What does the author believe?”
BACKGROUND To find the background, you will ask, “What do I need to know to understand this subject?” The answer may be in the form of definitions or historical data.
REASON To find the reasons, you ask, “Why does the author believe this?” You will find facts, reasons, examples, and anecdotes that support the author’s point of view. But remember, the author often will NOT include information that supports the opposing viewpoint.
RECOMMENDATION: The recommendation is the author’s statement of what he would like the target audience to do or believe. You will ask, “What action does the author want the target audience to take? What does the author want his audience to believe?”
EXAMPLE: O = Abortion is morally wrong and should be illegal.
B = Hundreds of thousands of women each year have abortions. Hundreds of thousands of couples each year wait for children to adopt.
R = All of the genetic coding necessarily for life to develop is present in the fetus at the moment of conception. If you abort a fetus, that is the same as murder.
Rec. = Roe v. Wade should be repealed, making abortion illegal. Churches should counsel against the immorality of abortion.
SIG. Write your congressman today and lobby for legislation, which would overturn the Roe v. Wade decision, which legalized abortion in 1975.