Jenelle Wauchope YoungTroy HarrisonCiccone Tucker

References:Cataldo, Maria and Jane Oakhill. 2000. “Why are poor comprehenders

inefficient searchers? An investigation into the effects of text representation and spatial memory on the ability to locate information in text.” Journal of educational psychology 92 (4) 791-799.

Meyer, B.J.F. 1985. “Prose analysis: Purpose, procedures, and problems.” In Understanding expository text, edited by B.K Britton, and J.B. Black. Hillsdale, NJ: Lawrence Erlbaum Associates.

Kissner, Emily (n.d). “Teaching Text Structure: A quick guide for teachers.”

Dymock, 1998, Dymock & Nicholson, 1999. “Text Structure Research”.

INTERNAL TEXT STRUCTURE

Internal Text

Structure describes

how a text is

organized.

According to Meyer (1985), text structure refers to the internal organization of text in the author’s attempt to communicate an idea.

The author will choose a particular or specific text structure depending on what he or she is trying to convey.

Troy sites info about History or Expository piece

The author incorporates signal words or

transitions that connect one idea to another.

Text Structure is tied to the purpose of a

text

Importance of Text

StructuresKnowledge of text structure is critical for students who

are reading to learn.

1

When students can point out signal words and transitions as

clues, they can recognize different text organizational

patterns.

2

The structure of a text can help

readers to find answers to questions.

For Example:

Knowing that the cause comes before the effect can help students to narrow their

search as they try to find the answer to a particular

question.

3

When readers do not have a strong knowledge of the topic

of a text, they depend more on the structure. (Cataldo and

Oakhill)

4

Text structure is an important component of summarizing.

This is important as readers need to reflect the text structure in

their summary.

Organizational Patterns

in text

• Cause and Effect Relationship• Problem and Solution• Compare and Contrast• Sequential or Chronological Order• Description

Cause and EffectThe writer explains the reasons for an event or

phenomenon.

The author lists one or more causes or events and the result in consequences or

effects.

A cause is what makes something happen.

An effect is what happens because of something else (the cause).

Example:

Leon missed the bus because he overslept.

so thatbecause of, thus, unless, since, as a result, then,

reasons for, consequently, explanation for,

nevertheless, thus,

Cause-Effect Powerpoint

Problem and Solution

This structure presents a problem

and shows how it can be solved. It is

sometimes confused with cause and

effect.

The key difference

between problem and solution and cause and effect is that with problem and solution there is always a solution while cause

and effect does not.

Signal Words

ProblemSolve And so forthHopefully Effectsolution

Problem and Solution

Leon missed the bus because he overslept

Cause and Effect

Leon missed the bus so his father took him to school.

Comparison/ Contrast

The writer discusses the similarities and differences of two ideas, objects, or

processes.

This text structure show how two or more ideas or items are similar

or different.

The author uses key words to explain similarities or differences.

Signal Words

different from,

same as,

alike, similar to,

unlike, but,

as well as,

yet,

compared to, in contrast,

while, although,

unless, however

Comparison and contrast can be used to organize an individual

paragraph as well as to organize entire papers.

Whole – to – whole Describe one and then describe the other

Similarities –to – differences Write about how they are similar then how they

differ Point – to – point

Write about one point for both subjects before moving on to another point

There are three types of Compare and Contrast:

http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Compare and Contrast are used for:

• 1. To Explain—– to help someone understand which food need to

be refrigerated and which can be stored in a cabinet or in a bowl on the counter.

• 2. To Evaluate—– to show why one kind of food or brand of food is

better than another.

Sequential or Chronological ~

ProcessThe writer presents a

series of events or explains a procedure or

process in the order they happen

It is sometimes referred to as time order, sequence or

temporal order.

This structure is organized from one point in time to another.

Letters, numbers, thoughts, events and pictures can be organized in sequential order.

Signal words used in chronological text structure

allow the reader to understand how events relate to

one another.

Signal Words – (Date and time are also used)

first, second,

third, now,

before, after,

then, next,

finally, following,

while, meanwhile,

last, during,

not long, when,

Did You Know?

That

chronological text

structure is one

of the easiest

structures for

students to

understand

because it

matches the way

they experience

the world.

Description

The writer explains phenomenon and processes by listing examples and unique characteristics.

This text structure shows what an item or place is like.

• It helps to transmit mental images portrayed in a story.• It re-creates a mental visual

representation of a person, place, event, or action so that the reader

may picture that which is being described.

Please turn to handout and read first sample passage

Signal Words

for example,

involves,

can be, defined,

make up

an example,

for instance,

in fact,

also, contain,

How to teach studentsNB:

Be prepared to spend quality time teaching text

structure.

According to Orcutt, students are expected to recognize expository

text structure, such as sequencing, description, compare

and contrast, cause-effect and problem and solution as early as

third grade.

1

If working with students in grades 3-5, it is the teacher’s duty to

ensure that they understand the word ‘structure’ before teaching

what ‘text structure’ really entails.

2

Use clear concrete examples from students’ experiences to help them grasp the concept.

Example 1:

students may have a better understanding of cause-effect when connection is made to

the students behaviour.

Cause-Effect Questions to ask:

• What is the cause? • What are the effects?

• Were there several causes and several effects?

• How did the cause lead to the effects?

• How did people react?

Example 2:

when teaching comparing and contrast use two rooms in the school

or any tangible evidence which makes it easier for students to

visualize the concept being taught. This makes it easy for students to

understand.

Compare/Contrast Questions to ask:

• What is being compared? • What are the similarities? • What are the differences? • Which similarities and differences are

the most significant? • Are the details alternating or clustered?

3

Students should be taught each text structure one at a

time so as to limit the possibility of confusion or

ambiguity.

4

If possible centre lessons so that they focus on one

particular topic in a way that may be used to continue another text structure.

Example:

The story of ‘The Three Little Pigs and The Big Bad

Wolf’ can be used to teach cause-

effect, sequencing and problem and

solution.

Problem/Solution: Questions to ask:

• What is the problem? • What are the solutions? • Who worked to solve the problem? • Has the problem been solved yet, or

will it be solved in the future? • What caused the problem?

Sequencing: Questions to ask:

• How are the steps organized?• What is the time span from the first

event to the last? • How does the author signal the change

from one event to the next? • What do all of the events explain?

5

Give students copies of text that have the transitional

words highlighted. This will help students to easily identify

transitional words for each text structure.

Ensure that emphasis is not

placed only on finding the text

structure but to gain and build

meaning from it.

Description: Questions to ask:

• What is being described? • How does the author organize the

description? • Which detail is the most important? • How do all of the details fit

together?

6

Encourage students to ask questions about each text structure as this facilitates

their comprehension development.

Be sure to select appropriate

text.

References:Cataldo, Maria and Jane Oakhill. 2000. “Why are poor comprehenders

inefficient searchers? An investigation into the effects of text representation and spatial memory on the ability to locate information in text.” Journal of educational psychology 92 (4) 791-799.

Meyer, B.J.F. 1985. “Prose analysis: Purpose, procedures, and problems.” In Understanding expository text, edited by B.K Britton, and J.B. Black. Hillsdale, NJ: Lawrence Erlbaum Associates.

Kissner, Emily (n.d). “Teaching Text Structure: A quick guide for teachers.”

Dymock, 1998, Dymock & Nicholson, 1999. “Text Structure Research”.