Basic writers often experience difficulties when trying to articulate ideas in writing that are more specific, systematic, and fully developed than their speech. The writers must learn how to put their thinking into the appropriate forms and expressions necessary to address an academic audience. Noting that the natural working of the human mind seems to develop ideas in traditional rhetorical modes, such as definition, classification, comparison, and cause-and-effect, F. D'angelo has presented a systematic list of 10 overlapping static and progressive logical patterns of arrangement. When students want to develop an idea in one of these patterns, they need to consider how to organize their information and to choose expressions and grammatical forms that relate to the parts of the patterns or networks. M. A. K. Halliday and R. Hasan have suggested a valuable system of terms that express relationships between sentences. Cohesion requires understanding the relationships of ideas and also mastering grammar and punctuation, especially punctuation of complete sentences. In explaining his system for identifying cues to intellectual processes, L. O'Dell discusses focus, classification, change, and temporal and logical sequence. (A chart entitled "Development by Cohesion, Structure, and Content," derived from the ideas of the above authors and designed to structure systematically the forms and expressions that constitute the appropriate content of a basic writing class, is included.) (JD)