The presence of clear cues to organization is another marker of academic literacy. Certain traditional organizational patterns for paragraph and essay development and signaling devices, or transitions, are recognizable textual features that academic readers expect., while apparently disorganized texts or texts that lack verbal cohesiveness mark the student writer as a basic writer. Hence we teach students prewriting techniques like clustering or outlining to help them both in planning and in revising the writing they have already done. Our rhetoric textbooks and handbooks define and illustrate the "modes of discourse" as methods for developing paragraphs and essays. And every textbook contains a section on showing relationships between ideas through enumeration, repetition, and the insertion of "transitional words and phrases."