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KU 120
Seminar 7
Main Idea & Supporting Details
 There are at least two different, though occasionally
overlapping reasons why people decide to join groups. In
some cases, the groups’ activities offer a chance to fulfill
civic or religious obligations we consider valuable. Thus, a
person concerned about the plight of the homeless might
decide to become part of a community soup kitchen to
fulfill her sense of social responsibility. Then, too, we
frequently join groups because we care more about the
group’s members than we do about the group’s goals. For
example, a person might decide to join a bowling group
even if he’s not all that fond of bowling. The appeal here is
a chance to get together with friends – not the dream of
winning a bowling tournament.
 THE END
Main Idea
• There are at least two different, though occasionally overlapping reasons
why people decide to join groups. In some cases, the groups’ activities
offer a chance to fulfill civic or religious obligations we consider valuable.
Thus, a person concerned about the plight of the homeless might decide
to become part of a community soup kitchen to fulfill her sense of social
responsibility. Then, too, we frequently join groups because we care more
about the group’s members than we do about the group’s goals. For
example, a person might decide to join a bowling group even if he’s not all
that fond of bowling. The appeal here is a chance to get together with
friends – not the dream of winning a bowling tournament.
• What is the main idea of this paragraph?
Main Idea
•
There are at least two different, though occasionally overlapping reasons why
people decide to join groups. In some cases, the groups’ activities offer a chance
to fulfill civic or religious obligations we consider valuable. Thus, a person
concerned about the plight of the homeless might decide to become part of a
community soup kitchen to fulfill her sense of social responsibility. Then, too, we
frequently join groups because we care more about the group’s members than we
do about the group’s goals. For example, a person might decide to join a bowling
group even if he’s not all that fond of bowling. The appeal here is a chance to get
together with friends – not the dream of winning a bowling tournament.
• What is the main idea of this paragraph?
– People join groups for two reasons
Supporting Details
• There are at least two different, though occasionally overlapping reasons
why people decide to join groups. In some cases, the groups’ activities
offer a chance to fulfill civic or religious obligations we consider valuable.
Thus, a person concerned about the plight of the homeless might decide
to become part of a community soup kitchen to fulfill her sense of social
responsibility. Then, too, we frequently join groups because we care more
about the group’s members than we do about the group’s goals. For
example, a person might decide to join a bowling group even if he’s not all
that fond of bowling. The appeal here is a chance to get together with
friends – not the dream of winning a bowling tournament.
• What are two supporting details that you
found in the paragraph?
Supporting Details
•
There are at least two different, though occasionally overlapping reasons why people decide to join groups. In some cases, the groups’
activities offer a chance to fulfill civic or religious obligations we consider valuable. Thus, a person concerned about the plight of the
homeless might decide to become part of a community soup kitchen to fulfill her sense of social responsibility. Then, too, we
frequently join groups because we care more about the group’s members than we do about the group’s goals. For example, a person
might decide to join a bowling group even if he’s not all that fond of bowling. The appeal here is a chance to get together with friends –
not the dream of winning a bowling tournament.
• What are two supporting details that you found in the paragraph?
– Group’s activities provide person with chance to fulfill
religious or civil obligations.
• For example, working in a soup kitchen to fulfill sense of
responsibility to society.
– Group includes people we like.
• For example, someone might join a bowling group to be
with friends, not because he cares about the activity.
Main Idea & Supporting Details
 By the 1830s and 1840s, the growth of cities and the
increase in literacy had dramatically changed the face of
American newspapers. Initially, newspapers had been
written primarily for the well-to-do who wanted news
about the arts, social events, and commerce. But thanks to
the growing urban landscape and the increase in the
reading public, papers like the New York Sun started a trend
toward cheap, mass-produced newspapers. The new
“penny press,” as it was called, broadened the range of
topics covered in newspapers, telling of everyday events,
sensational crimes, gossip, sports, and human-interest
stories. By the 1890s, some penny papers had more than a
million readers.
 THE END
Main Idea
• By the 1830s and 1840s, the growth of cities and the increase in literacy
had dramatically changed the face of American newspapers. Initially,
newspapers had been written primarily for the well-to-do who wanted
news about the arts, social events, and commerce. But thanks to the
growing urban landscape and the increase in the reading public, papers
like the New York Sun started a trend toward cheap, mass-produced
newspapers. The new “penny press,” as it was called, broadened the
range of topics covered in newspapers, telling of everyday events,
sensational crimes, gossip, sports, and human-interest stories. By the
1890s, some penny papers had more than a million readers.
• What is the main idea of this paragraph?
Main Idea
•
By the 1830s and 1840s, the growth of cities and the increase in literacy had
dramatically changed the face of American newspapers. Initially, newspapers had
been written primarily for the well-to-do who wanted news about the arts, social
events, and commerce. But thanks to the growing urban landscape and the
increase in the reading public, papers like the New York Sun started a trend toward
cheap, mass-produced newspapers. The new “penny press,” as it was called,
broadened the range of topics covered in newspapers, telling of everyday events,
sensational crimes, gossip, sports, and human-interest stories. By the 1890s, some
penny papers had more than a million readers.
• What is the main idea of this paragraph?
– In the 1830s and 40s, the growth of both cities
and literacy altered the appearance of American
newspapers
Supporting Details
• By the 1830s and 1840s, the growth of cities and the increase in literacy
had dramatically changed the face of American newspapers. Initially,
newspapers had been written primarily for the well-to-do who wanted
news about the arts, social events, and commerce. But thanks to the
growing urban landscape and the increase in the reading public, papers
like the New York Sun started a trend toward cheap, mass-produced
newspapers. The new “penny press,” as it was called, broadened the
range of topics covered in newspapers, telling of everyday events,
sensational crimes, gossip, sports, and human-interest stories. By the
1890s, some penny papers had more than a million readers.
• What are two supporting details that you
found in the paragraph?
Supporting Details
•
By the 1830s and 1840s, the growth of cities and the increase in literacy had dramatically changed the face of American newspapers. Initially, newspapers had been
written primarily for the well-to-do who wanted news about the arts, social events, and commerce. But thanks to the growing urban landscape and the increase in
the reading public, papers like the New York Sun started a trend toward cheap, mass-produced newspapers. The new “penny press,” as it was called, broadened the
range of topics covered in newspapers, telling of everyday events, sensational crimes, gossip, sports, and human-interest stories. By the 1890s, some penny papers
had more than a million readers.
•
What are some supporting details that you found in the paragraph?
– At first, newspapers written largely for the wealthy
interested in art, social events, and trade.
– More cities and more people who could read
encouraged papers like the New York Sun to mass
produce cheap newspapers.
– New “penny press” broadened the kind of topics
covered, describing everyday events, crimes, sports,
and gossip.
• By 1890s, some penny papers had one million readers.
Cause & Effect
•
An earthquake happens when there are movements in the Earth's crust that make the
ground shake. Most earthquakes are small and we don't notice them, but during large
earthquakes, rocks tremble. The land may split apart along a crack in the crust called a
fault line. Some large fault lines lie above places where the Earth's plates meet. A large
earthquake can destroy a city and change the landscape. An earthquake starts deep
underground but it makes rocks on the surface crack open. Windows break and walls
crack. People find it difficult to stay standing. Fires break out because gas pipes and
electrical wires are damaged. When water pipes burst, it is difficult for firefighters to
put out fires. When the shaking becomes stronger, buildings crumble and bridges
collapse. Some buildings are specially shaped to help stop them from toppling over.
Every year there are between 40,000 and 50,000 earthquakes on Earth, but only a few
cause a lot of damage. Most earthquakes happen less than 72 km below the ground.
Some start almost as deep as 700 km! Animals sometimes behave strangely before an
earthquake. They may be able to sense the ground shaking before we can.
Earthquakes under the ocean floor may cause huge waves called tsunamis. These
waves travel at speeds of over 800 km per hour. When a tsunami hits a sloping shore, it
can build up to a height of over 30 m and destroy towns on the coast.
Cause & Effect
•
An earthquake happens when there are movements in the Earth's crust that make the
ground shake. Most earthquakes are small and we don't notice them, but during large
earthquakes, rocks tremble. The land may split apart along a crack in the crust called a fault
line. Some large fault lines lie above places where the Earth's plates meet. A large
earthquake can destroy a city and change the landscape. An earthquake starts deep
underground but it makes rocks on the surface crack open. Windows break and walls crack.
People find it difficult to stay standing. Fires break out because gas pipes and electrical wires
are damaged. When water pipes burst, it is difficult for firefighters to put out fires. When
the shaking becomes stronger, buildings crumble and bridges collapse. Some buildings are
specially shaped to help stop them from toppling over. Every year there are between 40,000
and 50,000 earthquakes on Earth, but only a few cause a lot of damage. Most earthquakes
happen less than 72 km below the ground. Some start almost as deep as 700 km! Animals
sometimes behave strangely before an earthquake. They may be able to sense the ground
shaking before we can. Earthquakes under the ocean floor may cause huge waves called
tsunamis. These waves travel at speeds of over 800 km per hour. When a tsunami hits a
sloping shore, it can build up to a height of over 30 m and destroy towns on the coast.
• What is the main idea (cause)?
Main Idea
•
An earthquake happens when there are movements in the Earth's crust that make the ground shake. Most earthquakes are
small and we don't notice them, but during large earthquakes, rocks tremble. The land may split apart along a crack in the
crust called a fault line. Some large fault lines lie above places where the Earth's plates meet. A large earthquake can
destroy a city and change the landscape. An earthquake starts deep underground but it makes rocks on the surface crack
open. Windows break and walls crack. People find it difficult to stay standing. Fires break out because gas pipes and
electrical wires are damaged. When water pipes burst, it is difficult for firefighters to put out fires. When the shaking
becomes stronger, buildings crumble and bridges collapse. Some buildings are specially shaped to help stop them from
toppling over. Every year there are between 40,000 and 50,000 earthquakes on Earth, but only a few cause a lot of damage.
Most earthquakes happen less than 72 km below the ground. Some start almost as deep as 700 km! Animals sometimes
behave strangely before an earthquake. They may be able to sense the ground shaking before we can. Earthquakes under
the ocean floor may cause huge waves called tsunamis. These waves travel at speeds of over 800 km per hour. When a
tsunami hits a sloping shore, it can build up to a height of over 30 m and destroy towns on the coast.
• What is the main idea (cause)?
• An earthquake occurs when the Earth’s crust
moves and the ground shakes.
Supporting Details
•
An earthquake happens when there are movements in the Earth's crust that make the
ground shake. Most earthquakes are small and we don't notice them, but during large
earthquakes, rocks tremble. The land may split apart along a crack in the crust called a fault
line. Some large fault lines lie above places where the Earth's plates meet. A large
earthquake can destroy a city and change the landscape. An earthquake starts deep
underground but it makes rocks on the surface crack open. Windows break and walls crack.
People find it difficult to stay standing. Fires break out because gas pipes and electrical wires
are damaged. When water pipes burst, it is difficult for firefighters to put out fires. When
the shaking becomes stronger, buildings crumble and bridges collapse. Some buildings are
specially shaped to help stop them from toppling over. Every year there are between 40,000
and 50,000 earthquakes on Earth, but only a few cause a lot of damage. Most earthquakes
happen less than 72 km below the ground. Some start almost as deep as 700 km! Animals
sometimes behave strangely before an earthquake. They may be able to sense the ground
shaking before we can. Earthquakes under the ocean floor may cause huge waves called
tsunamis. These waves travel at speeds of over 800 km per hour. When a tsunami hits a
sloping shore, it can build up to a height of over 30 m and destroy towns on the coast.
• What are some supporting details (effects)?
Cause and Effect Diagram
An earthquake occurs when the Earth’s crust moves and the ground shakes.
Land splits apart along a crack in the crust called a fault line
Large earthquakes can destroy cities and change landscape
Gas pipes and electrical wires are damaged.
Water pipes burst
Windows break
Fires break out
Difficult for firefighters to put out fires.
Buildings crumble
Bridges collapse
Earthquakes under the ocean floor
may cause huge waves called
tsunamis.
Can destroy towns on the
coast
Definition
• A self-concept is a person's perception, or view, of his or
her personality and character traits. It consists of all your
ideas and feelings about how you define yourself. To
discover your self-concept, you might ask yourself, "What
kind of person am I? Am I compassionate? Selfish?
Stubborn?" Self-concepts are built out of daily experiences
and our reactions to those experiences. For example, let's
say that as a child you consistently do well in sports but find
it hard to be part of a team. You might then begin to
describe your self-concept in the following terms: "I'm a
good athlete, but I'm not much of a team player." Selfconcepts, however, can - and sometimes should - be
revised, particularly if they are overly negative.
Definition
• A self-concept is a person's perception, or view, of his or her personality
and character traits. It consists of all your ideas and feelings about how
you define yourself. To discover your self-concept, you might ask yourself,
"What kind of person am I? Am I compassionate? Selfish? Stubborn?"
Self-concepts are built out of daily experiences and our reactions to those
experiences. For example, let's say that as a child you consistently do well
in sports but find it hard to be part of a team. You might then begin to
describe your self-concept in the following terms: "I'm a good athlete, but
I'm not much of a team player." Self-concepts, however, can - and
sometimes should - be revised, particularly if they are overly negative.
• What is the main idea?
Definition
• A self-concept is a person's perception, or view, of his or her personality
and character traits. It consists of all your ideas and feelings about how
you define yourself. To discover your self-concept, you might ask yourself,
"What kind of person am I? Am I compassionate? Selfish? Stubborn?"
Self-concepts are built out of daily experiences and our reactions to those
experiences. For example, let's say that as a child you consistently do well
in sports but find it hard to be part of a team. You might then begin to
describe your self-concept in the following terms: "I'm a good athlete, but
I'm not much of a team player." Self-concepts, however, can - and
sometimes should - be revised, particularly if they are overly negative.
• What is the main idea?
• The term self-concept refers to a person’s
view of his or her personality.
Definition
• A self-concept is a person's perception, or view, of his or her personality
and character traits. It consists of all your ideas and feelings about how
you define yourself. To discover your self-concept, you might ask yourself,
"What kind of person am I? Am I compassionate? Selfish? Stubborn?"
Self-concepts are built out of daily experiences and our reactions to those
experiences. For example, let's say that as a child you consistently do well
in sports but find it hard to be part of a team. You might then begin to
describe your self-concept in the following terms: "I'm a good athlete, but
I'm not much of a team player." Self-concepts, however, can - and
sometimes should - be revised, particularly if they are overly negative.
• What are some supporting details?
•
Definition
A self-concept is a person's perception, or view, of his or her personality and character traits.
It consists of all your ideas and feelings about how you define yourself. To discover your selfconcept, you might ask yourself, "What kind of person am I? Am I compassionate? Selfish?
Stubborn?" Self-concepts are built out of daily experiences and our reactions to those
experiences. For example, let's say that as a child you consistently do well in sports but find
it hard to be part of a team. You might then begin to describe your self-concept in the
following terms: "I'm a good athlete, but I'm not much of a team player." Self-concepts,
however, can - and sometimes should - be revised, particularly if they are overly negative.
• What are some supporting details?
• 1. Self-concept is revealed when answering a question like
"What kind of person am I?"
• 2. Self-concepts are built out of daily experiences and our
responses to those experiences.
•
a. If as a child you are a good athlete but a poor team
player, you might describe yourself as someone good at
sports but not much of a team player.
• 3. Self-concepts can and sometimes should be revised.
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
 With the arrival of twentieth-century technology, medical professionals
were able to think seriously about creating artificial replacements for
damaged human hears that no longer functioned effectively. In 1957, Dr.
Willem Kolff created the first artificial heart and implanted it in a dog, who
promptly died from the experiment. Still, animal research continued, and,
in 1969, Dr. Denton Cooley implanted the first artificial heart into the body
of a human. The device, made largely of plastic, only had to function or a
brief period of time, while the patient awaited a transplanted human
heart. In 1979, Dr. Robert Jarvik patented the first artificial heart. Three
years later, the Jarvik heart, as it came to be called, was implanted in the
body of Barney Clark, a retired dentist dying of heart disease. Clark lived
for 112 days after the surgery, and his survival raised hopes for the future
success of artificial hearts. But, by 1985, it was clear that artificial-heart
patients were prone to fatal strokes and infections. Still, to this day,
researchers – among them Robert Jarvik – are convinced that artificial
heart transplants will one day be successful.
 THE END
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
•
With the arrival of twentieth-century technology, medical professionals were able to think seriously about creating artificial replacements for
damaged human hears that no longer functioned effectively. In 1957, Dr. Willem Kolff created the first artificial heart and implanted it in a dog, who
promptly died from the experiment. Still, animal research continued, and, in 1969, Dr. Denton Cooley implanted the first artificial heart into the
body of a human. The device, made largely of plastic, only had to function or a brief period of time, while the patient awaited a transplanted human
heart. In 1979, Dr. Robert Jarvik patented the first artificial heart. Three years later, the Jarvik heart, as it came to be called, was implanted in the
body of Barney Clark, a retired dentist dying of heart disease. Clark lived for 112 days after the surgery, and his survival raised hopes for the future
success of artificial hearts. But, by 1985, it was clear that artificial-heart patients were prone to fatal strokes and infections. Still, to this day,
researchers – among them Robert Jarvik – are convinced that artificial heart transplants will one day be successful.
• Which type of organizational pattern was used in this
paragraph:
a. Definition
b. Time order: dates and events
c. Time order: process
d. Comparison and contrast
e. Cause and effect
f. Classification
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
•
With the arrival of twentieth-century technology, medical professionals were able to think seriously about creating artificial replacements for
damaged human hears that no longer functioned effectively. In 1957, Dr. Willem Kolff created the first artificial heart and implanted it in a dog, who
promptly died from the experiment. Still, animal research continued, and, in 1969, Dr. Denton Cooley implanted the first artificial heart into the
body of a human. The device, made largely of plastic, only had to function or a brief period of time, while the patient awaited a transplanted human
heart. In 1979, Dr. Robert Jarvik patented the first artificial heart. Three years later, the Jarvik heart, as it came to be called, was implanted in the
body of Barney Clark, a retired dentist dying of heart disease. Clark lived for 112 days after the surgery, and his survival raised hopes for the future
success of artificial hearts. But, by 1985, it was clear that artificial-heart patients were prone to fatal strokes and infections. Still, to this day,
researchers – among them Robert Jarvik – are convinced that artificial heart transplants will one day be successful.
• Which type of organizational pattern was used in this
paragraph:
a. Definition
b. Time order: dates and events
c. Time order: process
d. Comparison and contrast
e. Cause and effect
f. Classification
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
 A generic product (sometimes called a generic brand) is a
product with no brand name at all. Its plain package
carries only the name of the product – applesauce, peanut
butter, potato chips, or whatever – in black type. Generic
products, available in supermarkets since 1977, usually are
made by the major producers that manufacture name
brands. They appeal mainly to consumers who are willing
to sacrifice consistency in size or quality for a lower price.
However, generic products are not necessarily lower in
quality. Even though generic brands may have accounted
for as much as 10 percent of all grocery sales, several years
ago, they currently represent less than 1 percent.
 THE END
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
•
A generic product (sometimes called a generic brand) is a product with no brand name at all. Its plain package carries only
the name of the product – applesauce, peanut butter, potato chips, or whatever – in black type. Generic products, available
in supermarkets since 1977, usually are made by the major producers that manufacture name brands. They appeal mainly
to consumers who are willing to sacrifice consistency in size or quality for a lower price. However, generic products are not
necessarily lower in quality. Even though generic brands may have accounted for as much as 10 percent of all grocery sales,
several years ago, they currently represent less than 1 percent.
• Which type of organizational pattern was used in this
paragraph:
a. Definition
b. Time order: dates and events
c. Time order: process
d. Comparison and contrast
e. Cause and effect
f. Classification
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
•
A generic product (sometimes called a generic brand) is a product with no brand name at all. Its plain package carries only
the name of the product – applesauce, peanut butter, potato chips, or whatever – in black type. Generic products, available
in supermarkets since 1977, usually are made by the major producers that manufacture name brands. They appeal mainly
to consumers who are willing to sacrifice consistency in size or quality for a lower price. However, generic products are not
necessarily lower in quality. Even though generic brands may have accounted for as much as 10 percent of all grocery sales,
several years ago, they currently represent less than 1 percent.
• Which type of organizational pattern was used in this
paragraph:
a. Definition
b. Time order: dates and events
c. Time order: process
d. Comparison and contrast
e. Cause and effect
f. Classification
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
 Child psychologists are inclined to divide aggressive behavior into
two kinds, overt and relational aggression. Overt aggression harms
others through actual physical damage or the threat of physical
harm. Children who engage in overt aggression are likely to push,
hit, or kick a peer. At the very least, those who are overtly
aggressive will make explicit threats to do some kind of physical
harm in the future. Relational aggression is more psychological
than physical and it revolves around threats to or criticism of peer
relations. Children who use relational aggression, for example, may
taunt a peer by saying that he or she is unlikable and has no
friends. At one time, parents and educators focused on strategies
to avoid overt aggression among children, because this kind of
aggression seemed the more harmful of the two. But research has
shown that children also suffer form being the target of relational
aggression.
 THE END
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
•
Child psychologists are inclined to divide aggressive behavior into two kinds, overt and relational aggression. Overt aggression harms others through
actual physical damage or the threat of physical harm. Children who engage in overt aggression are likely to push, hit, or kick a peer. At the very
least, those who are overtly aggressive will make explicit threats to do some kind of physical harm in the future. Relational aggression is more
psychological than physical and it revolves around threats to or criticism of peer relations. Children who use relational aggression, for example, may
taunt a peer by saying that he or she is unlikable and has no friends. At one time, parents and educators focused on strategies to avoid overt
aggression among children, because this kind of aggression seemed the more harmful of the two. But research has shown that children also suffer
form being the target of relational aggression.
• Which type of organizational pattern was used in this
paragraph:
a. Definition
b. Time order: dates and events
c. Time order: process
d. Comparison and contrast
e. Cause and effect
f. Classification
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
•
Child psychologists are inclined to divide aggressive behavior into two kinds, overt and relational aggression. Overt aggression harms others through
actual physical damage or the threat of physical harm. Children who engage in overt aggression are likely to push, hit, or kick a peer. At the very
least, those who are overtly aggressive will make explicit threats to do some kind of physical harm in the future. Relational aggression is more
psychological than physical and it revolves around threats to or criticism of peer relations. Children who use relational aggression, for example, may
taunt a peer by saying that he or she is unlikable and has no friends. At one time, parents and educators focused on strategies to avoid overt
aggression among children, because this kind of aggression seemed the more harmful of the two. But research has shown that children also suffer
form being the target of relational aggression.
• Which type of organizational pattern was used in this
paragraph:
a. Definition
b. Time order: dates and events
c. Time order: process
d. Comparison and contrast
e. Cause and effect
f. Classification
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
 When Elvis Presley, the acknowledged king of rock-and-roll, died, he was
horribly overweight, addicted to countless drugs, and subject to fits of
uncontrollable rage. Exactly what caused Elvis to degenerate so terribly is
still unknown; in fact, there seems to have been a complicated variety of
causes. Throughout his career, Presley longed to be considered a serious
actor, but all his movies were critical disasters. Films such as Blue Hawaii
earned money yet never earned the critics’ praise. Devoted to his mother,
who protected him throughout his childhood and youth, he was grief
stricken over her death in 1958 and never quite recovered from her loss.
Oddly enough, although he never complained, Elvis’s spirit seems to have
been broken by his highly publicized stint in the army. On his return to
civilian life, his music seemed to have lost its original spark. Yet, despite
the failure of Elvis’s later years, many of his fans have remained faithful.
Even today, they flock to Graceland, the mansion in which he lived and
died.
 THE END
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
•
When Elvis Presley, the acknowledged king of rock-and-roll, died, he was horribly overweight, addicted to countless drugs, and subject to fits of
uncontrollable rage. Exactly what caused Elvis to degenerate so terribly is still unknown; in fact, there seems to have been a complicated variety of
causes. Throughout his career, Presley longed to be considered a serious actor, but all his movies were critical disasters. Films such as Blue Hawaii
earned money yet never earned the critics’ praise. Devoted to his mother, who protected him throughout his childhood and youth, he was grief
stricken over her death in 1958 and never quite recovered from her loss. Oddly enough, although he never complained, Elvis’s spirit seems to have
been broken by his highly publicized stint in the army. On his return to civilian life, his music seemed to have lost its original spark. Yet, despite the
failure of Elvis’s later years, many of his fans have remained faithful. Even today, they flock to Graceland, the mansion in which he lived and died.
• Which type of organizational pattern was used in this
paragraph:
a. Definition
b. Time order: dates and events
c. Time order: process
d. Comparison and contrast
e. Cause and effect
f. Classification
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
•
When Elvis Presley, the acknowledged king of rock-and-roll, died, he was horribly overweight, addicted to countless drugs, and subject to fits of
uncontrollable rage. Exactly what caused Elvis to degenerate so terribly is still unknown; in fact, there seems to have been a complicated variety of
causes. Throughout his career, Presley longed to be considered a serious actor, but all his movies were critical disasters. Films such as Blue Hawaii
earned money yet never earned the critics’ praise. Devoted to his mother, who protected him throughout his childhood and youth, he was grief
stricken over her death in 1958 and never quite recovered from her loss. Oddly enough, although he never complained, Elvis’s spirit seems to have
been broken by his highly publicized stint in the army. On his return to civilian life, his music seemed to have lost its original spark. Yet, despite the
failure of Elvis’s later years, many of his fans have remained faithful. Even today, they flock to Graceland, the mansion in which he lived and died.
• Which type of organizational pattern was used in this
paragraph:
a. Definition
b. Time order: dates and events
c. Time order: process
d. Comparison and contrast
e. Cause and effect
f. Classification
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
 The human brain has two hemispheres – the right and the
left. Although the hemispheres cooperate for many
functions, research suggests that they control highly
different activities. Thanks to the left side of our brain, we
are able to master and manipulate language, using it to
communicate our thoughts. The left side of our brain helps
us make sense by giving order and logic to our utterances.
The right hemisphere is less crucial to language production
and appears to be more concerned with the creation of
images. Research suggests that the right brain dominates
during infancy. Babies make sense of the world by
visualizing, rather than naming, and visualization is
controlled by the right side of the brain.
 THE END
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
•
The human brain has two hemispheres – the right and the left. Although the hemispheres cooperate for many functions,
research suggests that they control highly different activities. Thanks to the left side of our brain, we are able to master and
manipulate language, using it to communicate our thoughts. The left side of our brain helps us make sense by giving order
and logic to our utterances. The right hemisphere is less crucial to language production and appears to be more concerned
with the creation of images. Research suggests that the right brain dominates during infancy. Babies make sense of the
world by visualizing, rather than naming, and visualization is controlled by the right side of the brain.
• Which type of organizational pattern was used in this
paragraph:
a. Definition
b. Time order: dates and events
c. Time order: process
d. Comparison and contrast
e. Cause and effect
f. Classification
Definition, Time order: dates and events, Time order: process,
Comparison and contrast, Cause and effect, Classification
•
The human brain has two hemispheres – the right and the left. Although the hemispheres cooperate for many functions,
research suggests that they control highly different activities. Thanks to the left side of our brain, we are able to master and
manipulate language, using it to communicate our thoughts. The left side of our brain helps us make sense by giving order
and logic to our utterances. The right hemisphere is less crucial to language production and appears to be more concerned
with the creation of images. Research suggests that the right brain dominates during infancy. Babies make sense of the
world by visualizing, rather than naming, and visualization is controlled by the right side of the brain.
• Which type of organizational pattern was used in this
paragraph:
a. Definition
b. Time order: dates and events
c. Time order: process
d. Comparison and contrast
e. Cause and effect
f. Classification
Unit 7 Assignments
1. Reading.
– Course Home Page.
– Text.
2. My Reading Lab
– Review Materials & Flash Animation.
– Practice Exercises & Test.
3. Discussion Board Assignment.
– Cause and Effect paragraph
– Answer Questions
4. KU085