A Clear, Logical Organization: Cueing Readers

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 Analyze 
Use the basic features.

Rosen’s evaluation is complicated. Not only is she juggling multitasking and singular focus, but she is also referring to a range of sources spanning a long period of time. To make clear which phenomenon and which source she is talking about, Rosen uses a variety of explicit cueing devices, including time references, names and titles, transitions, and headings.

ANALYZE & WRITE

Write a couple of paragraphs analyzing and evaluating Rosen’s use of cues to help readers follow her argument:

  1. Skim paragraphs 1–4, highlighting dates and other time references Rosen uses to help readers follow the chronology.
  2. Reread paragraphs 7–12, in which Rosen introduces a series of research studies. Highlight the name of the lead researcher (Grafman, for example) or the publication in which the report appeared (the Kaiser Family Foundation) and circle the transitional words and phrases she uses (such as “Other studies”) to orient readers.
  3. Note the two headings she uses. How do these help readers follow her evaluative argument?

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