Identifying Organizational Patterns
Being able to recognize organizational patterns in academic writing will help you understand and evaluate the text that is being presented. One way to spot a pattern Is to look for commonly used signal words and phrases that are related to a particular organizational pattern. This same skill will also help you take notes. For example, If you recognize a chronological pattern, you can take notes on a timeline or on a mind map.
18...1 – Using ‘linking words and expressions for cohesion (stick together)
Sentences and ideas in a paragraph should be logically sequenced, and they should also show the relationship between the ideas or between sentences. Expressions such as next, then, after, when and others show a time relationship; expressions such as an example of, the most significant example, for instance, are used to highlight the example in the sentence. Such expressions provide a link (connection) between the ideas presented.
| Words that help you put your ideas in order | then, so far, secondly, in the end, next, eventually, subsequently, at last, at length, afterwards, In the beginning, First of all, Once upon a time, One day, First, Firstly To begin To start Once
Soon, Meanwhile, Then, After that, Later, After a while, Next, Second, Third, Secondly Thirdly, Subsequently, After Before Finally, in conclusion, At last, To summarise, At the end, Afterward, In the end, Lastly, After all. By the end, By this point, Eventually |
| Words to use to argue and make points | consequently, thus, so, as a result, because, as, hence, therefore, since, until, whenever, accordingly, as long as, therefore. |
| Words for extra points or ideas | and, too, what is more, also, furthermore, and then, again, moreover, as well as, in addition |
| Words that help you emphasize points | above all, in particular, notably, specifically, indeed, more important, especially, significantly, in fact |
| Words for exception | only, if unless, except(for), save for |
| Words to help you give examples | for example, for instance, such as, take the case of, thus, as (evidence), to show that, as revealed by |
| Words that help you emphasize points | above all, in particular, notably, specifically, indeed, more important, especially, significantly, in fact |
| Words to help you show an opinion or analyse | it would seem, to suggest, one might conclude/deduce/infer/imply/say/consider |
| Words to make a contrast or show what is different | but, nevertheless, alternatively, despite this, on the contrary, however, yet, the opposite, instead, whereas, to turn to, although, still, on the other hand |
| Words to compare things in your writing or show what is the same equally | in the same way, as with, likewise, similarly, compared with, an equivalent |
| Words to sum up or end | within brief, in summary, throughout, in all, on the whole, to sum up, overall, finally, to conclude, to recap, in the end
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Task A
In the following paragraph, the conjunctions and connectives have been left out. Add the words and phrases that you think make sense.
Living in one’s ethnic community in a new land is very pleasant, ___________ it definitely has some disadvantages. Let me explain what I mean through a personal example. At first, _________I came from China to Auckland, I was very happy because some of my old friends were living in the same neighbourhood. A year later, ______________, my family and I decided to move from that area in order to live near where we worked. That day I began to feel that I was living in another country, in another Auckland. My first problem came when I tried to tell my landlord that our refrigerator was broken. He didn’t speak Mandarin, ____________ I didn’t speak English. Little things like that made me feel unhappy and insecure, _______________ I did not want to go back to my own ethnic community. I was living in a new country, _________________ I had to do things for myself. I had to learn a different culture, a different language, and different customs. Living with my ethnic group was very comfortable, ______________ at the same time it was harmful________________ I didn’t learn some of the essentials for survival in a new country. It was an important, _____________ painful, lesson to learn.
18...2 – Repetition of keywords (cohesion)
Each sentence in a paragraph should relate to the topic and develop the main idea. If a sentence does not relate to or develop that idea it is irrelevant. By repeating and elaborating keywords there is less chance of writing irrelevant material. Consider the topic sentence: Smoking cigarettes can be an expensive habit. The sentences in the paragraph need to discuss why smoking is expensive, both from a financial as well as a health point of view. Repeating the keywords “smoking” and “expensive” or finding synonyms for these words allows you to keep your writing focussed on the main idea of a paragraph.
Task B
In the following paragraph, coherence is achieved by repetition of keywords. Find the keywords in the paragraph and highlight them.
When surnames began appearing in Europe 800 years ago, a person’s identity and occupation were often intertwined. A surname was a direct link between who the person was and what he/she did. Taylor is the Old English spelling of tailor, and Clark is derived from the clerk, an occupation of considerable status during the Middle Ages because it required literacy. The names Walker, Wright, Carter, Steward and Turner indicate occupations. A walker was someone who cleaned cloth; a wright was a carpenter or metalworker; a carter was someone who drove a cart; a steward was a person in charge of a farm or estate, and a turner worked a lathe. One of the few occupational surnames reflecting the work of women in Webster, which refers to a female weaver.
18...3 – Relevance (coherence)
If a sentence does not relate to or develop the main idea, it is irrelevant and should be omitted. Cutting out irrelevant material is part of the task of revising. Consider the topic sentence: Smoking cigarettes can be an expensive habit. If a sentence in the paragraph discusses how to blow smoke rings, it is out of place; it does not discuss the expense of smoking. A paragraph that has sentences that do not relate to or discuss the main idea lacks unity
Task C
In the following paragraph, the topic sentence is underlined. Find the sentence or sentences that do not belong in the paragraph. There may be one or more irrelevant sentences.
Another problem facing a number of elderly people is living on a reduced income. When they retire, old people may receive a pension from their company or a benefit from the government. The amount of their monthly income is often significantly less than they received when they were fully employed. All of a sudden, retirees find that they can no longer continue the lifestyle that they had become accustomed to, even if that lifestyle was a modest one. Many find, after paying their monthly bills, that there is no money left for a movie or dinner out. Of course, sometimes they can not go out because of their health. They may have arthritis or rheumatism and it is painful for them to move around. This can also limit their lifestyle. For some elderly people, however, the small amount of money they receive will not even cover their monthly bills. They realize with horror that electricity, a telephone, and good food are luxuries they can no longer afford. They resort to living in cold homes and eating cheap food to make ends meet.