Cause and Effect Writing
No more provocative question exists than why? When he asks why, the writer is preparing to write causal analysis—he is seeking to locate and explain the causes of a given act, idea, feeling, condition, or event.
A focus on cause means identifying the effect and looking back for the cause(s).
A focus on effect means identifying the cause and looking forward to the effect(s)
Distinguish between cause and effect. To determine causes, ask, “Why did this happen?” To identify effects, ask, “What happened because of this?”
Because Stacey’s car is out of gas (cause), her car will not start (effect).
Because John liked high school business classes (cause), was good with numbers (cause), and saw the potential for a high salary (cause), he chose to major in accounting (effect).
If Steve reduces his work hours (cause), he will have less income (effect), more study time (effect), and more time for family and friends (effect).
Cause and effect may also present a chain reaction: Stacey was thinking about her ill friend, and she forgot to buy gas. Stacey ran out of gas and missed her math exam; therefore, she failed her math course.
Three kinds of causes exist:
Necessary—must be present for an effect to occur
Contributory—may produce the effect
Sufficient—one that can produce the effect
Casual analysis forces a break down. Take apart those forces that have combined to produce a certain result: a student falls on campus sidewalk.
Effects: books scatter; he is disheveled; he is injured
Asked what happened: “I had an accident.”
Asked what caused accident” “Nothing, I just fell.”
Actually, closer examination will reveal cause(s). Perhaps the sole of the student’s shoe loosened at the toe causing him to stumble; perhaps a raised portion of the sidewalk caused the accident; perhaps he waved to a friend and lost his balance. Cause exists; people fall for a reason.
A subjective type of causal analysis is that in which the writer tries to explain why he feels or acts a certain way. In this case the causes are personal and cannot be evaluated as accurate or inaccurate but rather as convincing or unconvincing, reasonable or unreasonable. Show example(s).
Structure of Cause and Effect: awaken the reader’s interest, state the subject, list and describe reasons, review analysis and purpose, end with an application of presented materials or an indication of something in the future connected with the subject.
The following are thesis statement patterns for cause and effect:
{Effect} happens as a result of {Cause}.
{Effect} verb {Cause A, Cause B, and Cause C}.
{Cause} brings about {Effect}.
{Cause} verb {Effect A, Effect B, and Effect C}.
Cause transitions: because, due to, one cause is, another cause is, since, for first, second
Effect transitions: consequently, as a result, thus, resulted in, one result is, another result is, therefore
Cause and effect may require qualifying or limiting statements. Unless clear evidence supports that one event is related to another, use qualifying statements such as “It appears that the cause was” or “It seems likely” or “The evidence indicates” or “Available evidence suggests.” Transitions presenting degrees of certainty: certainly, may, necessarily, perhaps, possibly, probably, undoubtedly, unquestionably.