Spatial ordering is an effective method of organization for essays.. answer expository . narrative . persuasive . descriptive .

descriptive

Spatial relationships have to do where objects are located (in 3-dimensional space.)

If you were describing, for example, what the interior of a classroom looked like, here's an excerpt:

the third desk in the second row, the one that's next to the trash can and to the left of the window

Spatial ordering is an effective method of organization for descriptive essays.

Explanation:

Descriptive essays are a type of academic writing that demand the writer to describe a person, place, experience, situation, etc. Creating a picture in the audience's mind is one of the most useful tools to write a solid descriptive essay. As spatial ordering focuses on the placement of elements and how they are arrenged according to their position, this technique is an effective method of organization for descriptive essays.

According to the Monitoring the Future Study, almost two-thirds of 10th-grade students reported having tried alcohol at least once in their lifetime, and two-fifths reported having been drunk at least once (Johnson et al. 2006x). Among 12th-grade students, these rates had risen to over three-quarters who reported having tried alcohol at least once in the past 30 days; 17.6 percent and 30.2 percent, respectively, reported having been drunk in the past 30 days; 21.0 percent and 28.1 percent, respectively, reported having had five or more drinks in a row in the past 2 weeks (sometimes called binge drinking); and 1.3 percent and 3.1 percent, respectively, reported daily alcohol use (Johnson et al. 2006a).

Alcohol consumption continues to escalate after high school. In fact, eighteen- to twenty-four-year-olds have the highest levels of alcohol consumption and alcohol dependence of any age group. In the first 2 years after high school, lifetime prevalence of alcohol use (based on 2005 follow-up surveys from the Monitoring the Future Study) was 81.8 percent, 30-day use prevalence was 59 percent, and binge-drinking prevalence was 36.3 percent (Johnson et al. 2006b). Of note, college students on average drink more than their noncollege peers, even though they drink less during high school than those who did not go to college (Johnson et al. 2006a,b; Schulenberg and Maggs 2002). For example, in 2005, the rate of binge drinking for college students (1 to 4 years beyond high school) was 40.1 percent, whereas the rate for their noncollege age mates was 35.1 percent.

Alcohol use and problem drinking in late adolescence vary by sociodemographic characteristics. For example, the prevalence of alcohol use is higher for boys than for girls, higher for White and Hispanic adolescents than for African-American adolescents, and higher for those living in the north and north central United States than for those living in the South and West. Some of these relationships change with early adulthood, however. For example, although alcohol use in high school tends to be higher in areas with low population density (i.e., rural areas) than in more densely populated areas, this relationship reverses during early adulthood (Johnson et al. 2006a,b). Lower economic status (i.e., lower educational level of parents) is associated with more alcohol use during the early high school years; by the end of high school, and during the transition to adulthood, this relationship changes, and youth from higher socioeconomic backgrounds consume greater amounts of alcohol.