This study attempts to explore the schemata or rhetorical patterns on reading comprehension of 300 state run university students of psychology and educational fields. The subjects involved were selected through stratified random sampling. This group includes two ways factorial design through random assignment. The variables of this article were investigated in three groups (100 subjects in each group). Each group was asked to recall the text and finish a multiple-choice test. The central instrument included three versions of passage with identical content but different schemata: descriptive (listing) pattern, explaining pattern and analysis pattern. Analysis of recall test indicated that subjects displayed better recall of the text with highly structured schema than the one with loosely controlled schema. The outcomes suggested that rhetorical patterns have a significant effect on written communication.
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