RHETORICALSTRATEGIES&ORGANIZATIONPATTERNS: common,acceptedEnglishmethodsandstructuresofexplaining,developingandorganizingideas  BASICTERMS&CONCEPTS:definitions&explanations Rhetoric:Theartofwritingorspeakingeffectivelyinordertopersuadeanaudiencetoacceptanidea.  RhetoricalStrategies/Modes/Techniques:Referstohowaparagraphand/oressayisorganizedandthemethodsusedto supportandexplainthemainideaorthesis;inotherwords,thepatternofdevelopmentusedtomakeapoint.  Support:Referstotheuseofsufficientrelevantevidenceandexplanationinanessayorparagraphtosupportthethesis and/ortopicsentence—specifically,theinclusionofnecessaryinformationandexplanations,considerationofopposingviews andperspectives,interpretationandexplanationofevidence,andconnectingsupportdirectlytothemainpoint.  Development:Referstotheprocessofaddinginformativeandillustrativeexamplesanddetailsandusinganappropriate patternoforganizationtosupportthemainideainaparagraphoressay.   RHETORICALSTRATEGIES:definitions&explanations Illustration/Exemplification:Thisstrategyfocusesonusingspecificexamples—brief,specificexamples(exemplification) and/orspecificexamplesthatareexplainedingreatdetail(illustrations)—tosupportamainidea.  Narration:Thisstrategyfocusesontheuseofstoriesaboutyou,peopleyouknow,peopleyou’veheardabout,and/or hypothetical(imagined)thatarerelevanttoamainideaandexplain/demonstratethepoint(s)youwanttomake.  Description:Thisstrategyisoftenusedwithoneormoreoftheprevioustwo.Usingdescriptionmeansfocusingontheuseof concrete,sensorydiction(words)todescribealocation,person,event,object,memory,etc.thatexplainsorilluminatesyour mainpointand/orspecificwordsratherthangeneralorabstractwords.“Concrete,sensorywords”arewordsthatcanbe perceivedbyoursenses:sight,smell,taste,touch,andfeel(suchasred,bright,rotten,pleasant,bitter,sweet,rough,soft, etc.)and“specificwords”refertowordsthatnameorrefertoprecisepeople,places,andevents(suchasLeahKeysStahl, Toronto,the2010FIFAworldchampionshipgameasopposedtogeneralwordslikegirlorwoman,bigcity,andsoccergame).  Cause&Effect:Thesetermsrefertoreasons(causes)andresultsorconsequences(effects).Awritermayfocusonjust causes,justeffects,orbothbybothpresentingandevaluatingthecausesorreasonsforsomething;theeffects,results,or consequencesofsomething;orbothtoexplainamainidea.  Compare&Contrast:Writersusethisstrategytoshowthesimilarities(comparison),differences(contrasting),orbothamong twoormorethingsbyfirstpresentingtheitemsofcomparisonandcriteriaorqualitiesbeingcompared/contrasted,and then—dependingonthetypeoforganizationpatternchosen—analyzingand/orexplainingtheseinrelationtoamainidea.  Process(Analysis):Thisstrategyfocusesongivinginstructionsorgivingthesequenceofstepsorstagesofsomekindof progressiveaction,concept,event,etc.Forexample,aprocesspapermayexplainordescribehowtodo,build,and/or accomplishsomething.Processparagraphsandessayspresenteachstep/stageseparatelyinorderfromfirsttolast. Sometimesanalysisofeachstep/stageisnecessary,whichiswhythisstrategyissometimescalled“processanalysis.”  Classification:Thisstrategyisusedtodivide,group,orcategorizeinformationaccordingtospecifiedtopics,whicharethe explainedindetailonebyoneandorganizedinawaythatbestrepresentsandsupportsamainidea.  (Extended)Definition:Writersuseextendeddefinitionwhentheuseandunderstandingofaspecificuseofaword,term,or conceptisthecentralidea(mainpoint)ofaparagraphoressay.Thisstrategyisusedtoprovidedetaileddefinitionsand meaningsthatareessentialtoamainidea,includingunfamiliarwords;abstractions;disciplineͲspecificvocabulary;wordsor termsawriterwishestoredefineinanew,original,uniqueway;anddistinguishingconnotativemeanings(popularlyusedand understood)fromdenotativemeanings(dictionarymeanings).Writersusethisstrategywhenthereaders’understandingof themeaningofaparticularword,term,phrase,orexpressioniscrucialtothepurpose(mainpoint,thesis)ofthetextand/oris thewriter’smainpointinthetext. Refutation:Theverbtorefutemeans“toargueagainst.”Writersuserefutationforanumberofreasonstorecognize,explain, anddescribeoneormoreopposingarguments/positions/viewsonasubjectforthepurposeofexposingflawsandproving thattheirargumentorpositionisthestrongestandmostvalid.Presentingcounterargumentsalsohelpswriterstoimprove theirethosbydemonstratingtheirknowledgeandfairness.  Argumentation:ThisissortofacatchͲallcategoryinwhichwritersmayuseoneormanyofthestrategiesdescribedaboveto helphim/herargueapositiononacontroversialissue.Controversyisthekeytousingthisargumentstrategywell: argumentationmeansthatyoustudyacontroversialtopicaboutwhichpeoplestronglydisagree(suchasabortion,legalizing gaymarriage,medicalmarijuana,etc.),pickaside(usuallyfororagainst),andthenpresentyourargument,hopefullyinaway thatismoreconvincingthanargumentsontheopposingsideoftheissue,NOTbysayingthattheothersideisallwrong,bad, orstupidbutinsteadpresentingwhyyourargumentisstrongerthantheopposition.   PATTERNSOFORGANIZATION:commoncombinations&orderinEnglishcompositions Someofthesearespecifictocertainstrategieswhileothersmaybeusedtologicallyorderideasexpressedusingavarietyof strategiesdefinedabove.IhaveoutlinedthestrategyͲspecificorganizationpatternsfirst;followingthesearetheother organizationalpatterns,manyofwhichwillworkinavarietyofsituationsandwithseveraldifferentrhetoricalstrategies and/orcombinationofstrategies.  STRATEGYͲSPECIFICORGANIZATIONPATTERNS Cause&EffectOrder:Thecausesorreasonsareusuallypresentedfirstandfollowedbytheresults,effects,orconsequences; however,awritermayfocusonjustcausesorjusteffects(notnecessarilyboth),inwhichcasehe/shemustuseanother patternoforganization.  Compare&ContrastOrders:Compare&Contrast—BLOCKSTYLE:Usedtoanalyzeorexplainsimilaritiesordifferencesby focusingonexplaintheitemsbeingcomparedorcontrasting,explainingthequalitiesorcriteriaofeachitemfullybefore movingontothenextitembeingcompared.Forexample,ifIwascomparingthepriceandqualityofDomino’sandCaesar’s pizzausingblockstyle,IwouldfirstdiscussthepriceandqualityofDomino’sinasingleparagraph,andthenIwoulddiscuss thepriceandqualityofCaesar’sinthenextparagraph. Compare&Contrast—POINTͲBYͲPOINTSTYLE:Thismethodoforganizationfocusesofthecriteria(orpoints)ofcomparisonor contrastinsteadoftheitemsbeingcomparedorcontrasted.Usingthisstyleandtheexampleabove,Iwouldfirstexplainthe similaritiesordifferencesofthepriceofDomino’svs.Caesar’sinoneparagraph,andthen—inasecond,newparagraph— moveontodiscussthequalityofDomino’svs.Caesar’s.  ProcessOrder:Whenwritingaprocesspaper,weusesequentialorder,whichdetailsthesequenceofeventsoractions(steps orstagesofaprocess)toexplainorgiveinstructionsabouthowtodo,make,accomplish(etc.)somethinginparticularby beginningwiththefirststepandmovingonlogicallytothenextstepstowardthefinalstep.  ClassificationOrder:Thisisalsosometimescalledtopicalorderbecauseclassifyingmeanstodivideideasupintodistinctand separatetopics(groupsorclasses)andthenexplaineachtopic,group,orclassindividuallyandindetail.Topicsmaybe orderedinanywaythatbestsuitsthewriter’spurpose(seesomeoftheseorderingpatternsbelowunder“OtherPatterns”).  DefinitionOrder:Whenusingdefinition,thekeyword,term,phrase,conceptorexpressionisusuallypresentedfirst,followed closelybyitsstandard,traditional,mostaccepted,and/ordictionarymeaning.Thisbasicdefinitionisthenfollowedbya detailedexplanationofthewriter’salternative,new,original,unique,and/orconnotativedefinitionaswellasadiscussionof howandwhythisword,term,phrase,concept,orexpressionisacentralpartofthemainideaofthetext(thesis).  RefutationOrder:Inthispattern,whichisalsocalledorderofopposingarguments,theopposingvieworcounterargument (oneormore)isusuallypresentedfirstandthenfollowedbyanequallyormoredetailedexplanationofthewriter’smain idea/perspectiveinawaythathighlightstheflawsintheoppositionandattemptstoprovethetruth,probability,and/or reasonswhythewriter’sviewisstrongerandmorevalid.  OTHERORGANIZATIONPATTERNS—onesthatworkwithvariousstrategiesandcombinationsofstrategies OrderofImportanceorClimax:Usingthispattern,informationcanbeorganizedinoneoftwoways:(1)fromleasttomost importantidea(standard)or(2)frommosttoleastimportantidea(reverse). OrderofGeneralization&Example(alsocalledStatement&ClarificationOrder):Thispatternmaybeuseswithmostifnot allrhetoricalapproachesinwhichcombiningastatement/generalizationwithspecificdetailsassupportisthemostlogical. Therearetwostructurespossible:statement/generalizationfollowedbydetailedsupport,calledinductiveapproachor reasoning,orthereverseorderofdetailspresentedfirstandthenfollowedbyastatement/generalization,alsocalled deductiveapproachorreasoning.  ChronologicalOrder:Astructurethatfocusesondescribingandexplainingtheorderoftimeinwhicheventsoccur,fromfirst tolastorbeginningtoend.Oftenusedwiththestrategiesofprocessordescription.  SpatialOrder:Thistypeoforganizationisusuallyusedwithdescriptionornarrationbutmaybeusedwithotherstrategies. Spatialorderfocusesonorderofspace—movingfromonelocationinacontinuousandsequentialmanner,suchasa descriptionofaroomthatbeginsatthedoor,movesclockwisearoundtheroom(describingeverythingalongtheway),and endswhereitbegan.  ProblemͲtoͲSolutionOrder:Firstaproblemispresentedinadetailedmanneralongwiththecausesthathaveleduptothe problem.Thisisfollowedbyadetailedexplanationofasolutiontotheproblem.Thisorganizationpatternisappropriatefor manystrategiessuchasrefutation,cause&effect,process,andclassification.  OrderofFamiliarity:Ideasorpointsareorderedfromthemosttoleastorleasttomostfamiliar—or,inotherwords,fromthe ideasorpointsmostwidelyknownorrecognizedbytheaudienceorinthereverseorder,fromtheleasttoknowwidely knownandrecognized.  OrderofFrequency:Usedwhendealingwithhowoftensomethingoccurs,frommosttoleastfrequentlyoccurringorinthe reverseorder,fromtheleasttomostfrequentlyoccurring.  OrderofComplexity:Anorderinwhichthepointsorideasarepresentedfromthemostsimpleonestothemostcomplicated onesorinthereverseorder,fromthemostcomplicatedonestothemostsimpleandeasytounderstand.  OrderofAudienceAwarenessorAudienceAcceptance:Thispatternfocusesonideasorpointsthattheaudienceismostto leastorleasttomostlikelytobeawareofandcomfortablewith.Forexample,Americansarefamiliarwithdemocracyand capitalismandbelieveintheseideals,sotheyaremorecomfortablewith,awareandacceptingofthesepoliticalsystems; however,Americansknowlittleaboutothersystems,suchasEuropeansocialistdemocracyorcommunism,soAmericansare theleastateasewith,acceptingand/orawareoftheseothersystemsbecauseoftheirknowledgeandunderstandingofother systemsislacking.   EXAMPLEPARAGRAPHS:writtenexamplesdemonstratingstrategies&patterns  Cause&Effect/Cause&EffectOrder Becausetoyshavebecomeelectronicdevices,somechildrentodayareunabletoentertainthemselves.Gonearethedays whenchildreninventedtheirownadventuresandusedsticksasswords,cookiesheetsasarmor,andrefrigeratorboxesas fortressestodefend.Theelectronicagehasdeliveredchildrenallsortsofgadgetsandgizmosthatstifleachild’screativity duringplaybecauseofpreͲimaginedandlimitedfunctionsanduses—somemoderntoysevenhavebuttonstoactivate recordedmessagesofscripted,monotonous“adventures”thatleavenoroomforachildtofillinthedetails.Somethinghas beenlostamidsttheadventofmoderntechnology:thepreciousandpricelessabilityofachildtotransformanyoldobjectby thesimplepowerofimagination.Withnoimagination,itisnowondersomechildrentodayhaveshortattentionspans. 1. Whatarethecauses(reasons)thewriterpresents? 2. Whataretheeffects(results/consequences)?    Compare&ContrastOrder:BlockStyle Asachild,Ithoughtmyparentswereignorantandoutoftouchwithreality.Theycouldn’tpossibleunderstandanythingI thoughtorfelt.Whentheyweren’tannoyingmewiththeirridiculouslectures,orgroundingmeforminorinfractionsofthe rules,theywereembarrassingmeinpublic.Now,asaparentmyself,IfinditfrustratingthatmychildrenthinkIhavenoclue abouttheirlives,eventhoughIunderstandperfectlywellwhattheyarethinkingorfeeling.Ifindmyselfgivingmychildrenthe samelecturesIoncethoughtwereridiculous.MychildrencannotseemtofollowtherulestheirfatherandIhaveset,and theyarecontinuouslyembarrassingmeinpublic.My,howthingshavechanged. 1. Whatqualityisbeingcomparedinthisparagraph? 2. Whoisthewritercomparinginthisparagraph?

Compare&ContrastOrder:PointͲbyͲPointStyle Althoughtheyaresisters,JenniferandJessicaarecompleteopposites.JenniferenjoysplayingsportswhileJessicawould ratherwatch.Jenniferhasnointerestinplayingamusicalinstrument,butJessicaisthefirstchairviolinist.Jenniferlistensto newagemusic;Jessicapreferscountrymusic.Jennifer’sfavoritesubjectisEnglish;conversely,Jessica’sfavoriteismath. JenniferlikestocurlupinachaironarainydayandreadagoodbookwhileJessicawouldrathersleepallday.Noonewould everguessthattheyareactuallytwins. 1. Whoarethetwopeoplebeingcomparedinthisparagraph? 2. Whatarethe“points”ofcomparisonbetweenthetwosubjects?   Refutation(OpposingArguments)Order [ThetopichereisReiki,anaturalmethodofhealinginwhichhealersclaimtotransferhealingenergy,calledki,throughthe palmsofthehands.] OpponentsofalternativehealingmethodssuchasReikiclaimthatseriousillnessessuchasHIV/AIDSandcancercannotbe treatedwithoutdrugs.OpponentsthinksobecauseHIV/AIDSandcancerpatientsoftenspendtherestoftheirlivesinthe hospitaltakingmedicine.However,itisactuallycommonknowledgethat,exceptforcasesinwhichthecancerisdiagnosedat anearlystage,drugsalsocannottreatAIDSorcancer;instead,drugscanonlyeasepainandsufferingcausedbyother treatmentspatientsmustundergosuchaschemotherapy.Insteadofdrugs,whichareexpensiveandhavemanysideeffects, anindividualcanusehis/herenergytoovercomethehardshipsoflife,findemotionalbalance,leavethestressofhis/her illnessandeverydaylife,andletgoofthehauntingworries.Mostchronicconditionssuchaseczemaormigrainesareknown tobecausedbythingslikepoordietandstress,anddeepͲrootedangerandotherstrongemotionscancontributetoviral infections.SincebalancingouremotionsandcontrollingourthoughtsareveryimportantforouroverallwellͲbeing,weshould considerthatReikicanhelpusavoidillnessesandimproveourlivesinareasthattraditionalmedicinescannot. 1. Whatisthewriterarguingforinthisparagraph?Whatishe/shearguingagainst(thecounterargument)? 2. Howwouldyoudescribethewriter’spresentationofbothviewsonthetopic?(Angrily,incompletely,fair,etc.?)   (Extended)DefinitionOrder: I’mateacher,butnotinthetraditionalsenseoftheword.TEACHER:thewordnolongerfeelsasawkwardrollingoffmy tongueandflowingfrommyfingertipsasitoncedid.Afellowteacherandfriendremarkedonedayduringmyfirstsemester teachingthatshedidn’tfeeloldorsmartenoughtobea“real”teacher.IstillthinkofthisattimesandrememberhowIused toworrythatmystudentswoulddiscovermydeepest,darkestsecret:thatIreallywasn’tallthatoldorsmart,Ididn’thaveall theanswers,Iwasstilltryingtojustfigureallthiswritingstuffouttoo,Iwasno“expert,”and,really,Isimplylovedlanguage andtowrite.Slowlybuthappily,Idiscoveredthiswasallittooktobeateacher.Trulylovingandalwayswantingtoknow moreaboutasubjectaretheonlyimportantqualificationsateacherneedsinrelationtohersubject.Labelslikeexpert, scholar,authority,andevenmoreplayfuloneslikeguruorchampionaregrosslyineptbecausetheyallsuggestthataperson cansomehowachieve,overcome,orconquerknowledge.Whatapreposterous,pretentiousnotionconsideringthatwe’dstill betryingtobashopenwalnutswithrocksandmakesquarewheelsturnifourNeanderthalancestorshadonedaydecided thattheyhadlearnedalltherewastoknowintheworld.Thereareinsteadsomanymorehumble,honest,andapttermsthat capturewhatateacherisanddoes:adventurer,watcher,dreamer,analyst,riskͲtaker,catalyst,seeker,builder,enthusiast—to namejustafew.Ihavecometobelievethatatrueteachercannotever“master”asubject(andthosewhothinktheycanare likelythemostdreadfulboresyou’veeverhad).Forauthentic,sincereteachers,thereisnoprizeattheendoftherace becausethereisnoraceinthefirstplace.Thereisonlytheenergy,motivation,anddesiretorun,discover,neverstopchasing itdown. 1. Whatwordortermisthewriterredefininginthisparagraph? 2. Whatisthewriter’snewdefinitionofthisword/term?   OrderofImportanceorClimax:StandardStyle(LeasttoMost) Myencounterwithnaturebecamealearningexperienceforme.Ilearnedtocomepreparedforanything.Ourcanoe overturningwasproofthatanythingcouldhappen.Allofoursuppliesweregone.Ialsolearnedthatalthoughnatureis beautiful,shecanalsobedeadly.Ifithadn’tbeenforthecavewediscoveredinthemoonlight,thehailstormsurelywould havekilledus.Mostofall,Ilearnedtotrustmymother.IneverthoughtIwouldsaythis,butshedoesknowathingortwo. Shekeptherwitsaboutherandkeptmecalmaswell.Eveninthemiddleofnowherewithoutanysupplies,shestillmanaged totakecareofme.Hergrandfatherhadtaughtherhowtosurviveinthewild,andshehadn’tforgottenathing. 1. Whatisthewriterranking(assigningdegreesofimportanceto)inthisparagraph? 2. Listthewriter’sideasinthesameorderofimportanceasthewriterhaspresentedthem.   OrderofImportanceorClimax:ReverseStyle(MosttoLeast) Aplantoimprovethecity’sparkwasapprovedMondaynightbythecitycouncil.Theplaninvolvesaddinglandscapingtothe northend,rebuildingthebridgeoverthelake,andupdatingtheplaygroundequipment.Fundsfortheprojecthavebeen donatedbylocalbusinesseswhohopethatimprovingtheparkwillbringmorepeopletothedowntownareawhichwillinturn bringmorecustomers.Thenextorderofbusinessisforthecitycounciltoopenthebiddingprocessforthevarious improvements.Afterbidsareacceptedbythecouncil,themassiveoverhaulandconstructionprojectthatwilleventually transformthecity’sdowntownareacanfinalbegin. 1. Whatisthewriterranking(assigningdegreesofimportanceto)inthisparagraph? 2. Listthewriter’sideasinthesameorderofimportanceasthewriterhaspresentedthem.

Generalization&Example(Statement&Clarification)Order AquicktourthroughmyhousewillconvinceyouthatIamanextremelymessyperson—evenaslob.Startinginmybedroom, youwillseeclothestossedaroundasifthieveshadjustlootedtheplace.TͲshirtsdanglefromdoorknobs,sockssitballedup ontopofthedresser,andbluejeanscoverthefloorlikeadropcloth.Atrailofshoesandsneakersleadsyououtofthe bedroomandintothebathroom.ThereyouwillstandonasoppingtowelandseeablowͲdryerandacopyofNewsweeklying onthesinkalongsideanuncappedtubeofCrest.Justbehindyouisthetowelrack:notowel,naturally,justadrippingshirt andacrustyoldbathrobebelt.Nexttothebathroomisthekitchen—slobheadquarters.Totheleftareeruptingbagsof garbage,abaldtire,andatallstackofyellownewspapers.Totherightyou'llnoticeagreasyovenstackedhighwithpots and—besideit—asinkfullofgraywateranddirtydishes.Consideringalltheitemsyoumusthopover,stepon,andavoid altogether,touringmyhouseismorelikecompletinganobstaclecoursethanacasualstrollfromroomtoroom. 1. Whatisthegeneralizationinthisparagraph? 2. Thewriterusesadistinctrhetoricalstrategytodevelopthisparagraph.Whatisit?   Classification(Topical)Order Therearefourbasickindsofwriting:eachmodemaytakedifferentformsbuthasaprimarypurpose.Thefirstisexpository writing,whichhasapurposeofexplainingsomethingorgivingdirections,suchasprovidingdirectionstoyourhouse.The secondmodeispersuasivewriting,whichhasapurposeofinfluencingthereader’swayofthinking.Apolitician’sspeechisan exampleofpersuasivewriting.Thethirdmodeisdescriptivewriting,whichhasapurposeofprovidingvividdetailssothatthe readercanpicturewhatisbeingpresented.AnessaythatdepictsthegloriousGrandCanyonfitsintothiscategory.Thefourth modeisnarrativewriting,whichhasapurposeofpresentinganexperienceintheformofastory.Apersonalaccountofa vacationisanexampleofnarrativewriting.Throughthesefourmodes,orcombinationsofmodes,writershaveseveral optionsforexpressingtheirideas. 1. Whatcategoriesdoesthewriterbreakthecontentoftheparagraphinto? 2. Whydoyouthinkthewriterputthetopicsinthisparticularorder?Whatpurposemightthewriterhaveforordering hispointsthisway?   Chronological(Time)Order Itseemedlikeanordinarydaywhenshegotupthatmorning,butLyndawasabouttoembarkontheworstdayofherlife. First,shefellinthebathtubbecausehermotherforgottorinseoutthebathoil.ThenLyndaspilledorangejuiceontheoutfit shehadspenthoursputtingtogetherforherschoolpictures.Whenshechanged,shemesseduptheFrenchbraidhermother hadputinherhair.Shedroppedallofherschoolbooksasshewalkedoutthedoorandhermathhomeworkflewawayinthe wind.Onceshemadeittothecar,shethoughteverythingwouldbeallright.Shewaswrong:herfatherdidn'tlookbeforehe backedoutofthedrivewayandranintotheneighbor’struck.Lynda’ssideofthecarwasdamagedthemost,andsheended upwithabrokenarm.Thatnight,shecriedherselftosleep. 1. Isthereatopicsentenceinthisparagraph?Whataboutaconcludingsentence?What’sthemainidea? 2. Areallofthedetailsintheparagraphrelevant?Whyorwhynot?   ProblemͲtoͲSolutionOrder: Severalstudentsreceivepoorgradesonwritingassignments,notbecausetheylacktheabilitytocommunicatebutbecause theycannotseemtomanagetheirtimewhenitcomestoalargeproject.Theydonotknowwheretobeginandthereforeput thingsoffuntilthelastminute.Tosolvethisproblem,studentsneedtodevelopatimelineforcompletingtheproject.Ifthey dividetheassignmentintomanageable“chunks”orpartsandthensetascheduleforcompletingeachpart,theywillbeable tofinishtheentireprojectbeforethedeadline.Withoutthepressureofnotknowingwheretobegin,thestudentswillbe abletofocusontheassignmentandcommunicatetheirideaseffectively. 1. Whatistheproblempresentedintheparagraph?Whatisthesolution? 2. Whatrhetoricalstrategydoesthewriterusetodevelophis/heridea?   SpatialOrder Icouldn’tbelievemyeyeswhenwefinallyemergedfromthestormshelter.Wherethebarnoncestoodtherewasnowonlya fewtuftsofhay,thepaththatledtothehousewasscatteredwithbranchesanddebris,andtheentireroofofthehousewas gone.Thenorthwallwascavedinandwecouldseerightintothehouse—whatwasleftofit.Tearsrolleddownmycheeksas Inoticedthatmostofourbelongingshadbeensuckedupintothegreatvacuumandscatteredacrossthecountryside.We heardaloudcrackingandmoaningasthewestwallgavewayandcollapsed,sendingupawaveofdust.Andyet,thereinthe middleofthefrontyardwasmother’sprizedrosebush,swayinginthebreezeasifnothinghadhappened.Seeingitmademe realizehowluckyweweretobealive.Westoodthereindismay,ourarmslockedaroundoneanother. 1. Thisisaparagraphwithoutacleartopicsentence.What,then,isthemainidea?Howdoyouknow? 2. Whatrhetoricalstrategiesdoesthewriterusetodeveloptheidea?Namemorethanone.   SequentialOrder Thefirststepinredesigningyourclosetistotakeeverythingoutandsortthroughit.Anythingyouhaven’tworninoverayear shouldbegiventocharity.Checkgarmentsforwearandtearandtakecareofanythingthatneedsmending.Ifitisbeyond repair,getridofit.Thesecondstepistoinstallaclosetorganizer.Chooseonethatwillholdthedifferenttypesofgarments inyourwardrobe.Thethirdstepistoputitemsintheclosetsothatthoseyouwearmostoftenareeasytoaccess.Thefinal stepistostayorganized.Putgarmentsbackintheirappropriateplacessothatyouwillbeabletofindthem. 1. Thisisanotherparagraphwithoutacleartopicsentence.Isthereamainidea?Whatisit?Howdoyouknow? 2. Howwouldyoudescribethe“flow”ofthisparagraph?Isitsmooth,easytoread?Whyorwhynot?   OrderofFamiliarity AfricanͲAmericansknowwhatitisliketobeunderestimatedbecauseofthecoloroftheirskin.Forexample,ablackperson whocommunicateswithothersusinginStandardEnglishareoftenpraisedundulyforhowwelltheyspeak.Thisisalsoan occurrencetoooftenexperiencedbyAsianͲAmericansaswell,includingthosebornandbredintheU.S.A.Andblackfolk knowwhatitisliketobefeared,pitied,admired,andscornedsimplyonaccountofourracebeforeweevenhaveachanceto “boo!”We,inturn,viewwhitepeoplethroughtheprismofourownracebasedexpectations.Ihonestlyamsurprisedevery timeIseeawhitemanwhocanplaybasketballabovetherim,justasPuertoRicansandCubanstendtobesurprisedto discover“Americans”whosalsatrulywell.Allofwhichistosaythatthenotionthateveryindividualisjudgedsolelyon personalmerit,withoutregardforsociologicalwrapping,ismythicalatbest. 1. Whatisthemainideaofthisparagraph?Whereisit?Howdoyouknow? 2. Whatrhetoricalstrategiesdoesthewriterusetodevelophis/herideas?   OrderofFrequency,OrderofComplexity,OrderofAudienceAwarenessorAudienceAcceptance Thesearemostoftenusedattheessay(notparagraph)levelbecausetheideasareoftentoocomplextocombinewithin singleparagraphs.