Copyright 2004 © Laraine Flemming.
1. When it comes to mixed patterns, students are often confused as to how they should use the patterns to guide their selection of details. They need to know that finding three different patterns in one reading does not automatically mean that every element of the three patterns is significant. Instead, they should focus on the patterns essential to explaining the main idea. For example, on page 508, the introductory sentence in paragraph 5 describes a cause and effect relationship. However, that cause and effect relationship is not essential to the main idea, which focuses on how programmers create software. For precisely that reason, the opening cause and effect relationship doesn't find its way into the sample notes. The point about evaluating pattern elements in light of the main idea is made at the bottom of page 502, but it bears repeating.
2. Most longer readings are not going to rely on a single pattern. It happens, but it doesn't happen that often. Thus when students look for patterns in a reading, they shouldn't stop looking when they find just one pattern. Usually there will be more. This point is made on page 511, but it is worthy of emphasis.
3. Identifying mixed patterns in longer readings is more difficult than recognizing mixed patterns in a paragraph. For this reason, I like to give students additional readings not included in the chapter. Each of these readings combines two or more patterns, and students should annotate the readings to indicate where the patterns appear.
4. For an additional exercise, give your students a list of thesis statements and ask them which patterns they think writers would use to develop them into essays.
Last change made to this page: August 19, 2004