2. 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”.
5. 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
26. This structure presents
a problem and shows
how it can be solved. It
is sometimes confused
with cause and effect.
27. 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.
29. Cause and Effect Problem and Solution
Leon missed the bus Leon missed the bus so
his father took him to
because he overslept
school.
30. The writer discusses the
similarities and
differences of two
ideas, objects, or
processes.
31. 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.
32. Signal Words
different yet,
from, compared to,
same as, in contrast,
alike, while,
similar to, although,
unlike, unless,
but, however
as well as,
33. Comparison and contrast can be
used to organize an individual
paragraph as well as to
organize entire papers.
34. 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
http://www.readwritethink.org/files/resources/interactives/compcontrast/m
ap.html
35. 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.
36.
37. The writer presents a
series of events or explains
a procedure or process in
the order they happen
38. 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.
39. Signal words used in
chronological text structure
allow the reader to understand
how events relate to
one another.
40.
41. Signal Words – (Date and time are also used)
first, finally,
second, following,
third, while,
now, meanwhile,
before, last,
after, during,
then, not long,
next, when,
42. 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.
45. • 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.
50. 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.
51.
52. 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.
53.
54. Use clear concrete examples
from students’ experiences to
help them grasp the concept.
55. students may have a better
understanding of cause-effect
when connection is made to the
students behaviour.
57. 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.
58. Compare/Contrast Questions to ask:
• What is being compared?
• What are the differences?
• Are the details alternating or clustered?
59.
60. Students should be taught
each text structure one at a
time so as to limit the
possibility of confusion or
ambiguity.
61.
62. If possible centre lessons so
that they focus on one
particular topic in a way that
may be used to continue
another text structure.
63. The story of ‘The
Three Little Pigs
and The Big Bad
Wolf’ can be used
to teach cause-
effect, sequencing
and problem and
solution.
64. Problem/Solution: Questions to ask:
• What is the problem?
• Who worked to solve the problem?
• What caused the problem?
65. Sequencing: Questions to ask:
• How are the steps organized?
• How does the author signal the change
from one event to the next?
66.
67. Give students copies of text
that have the transitional
words highlighted. This will
help students to easily identify
transitional words for each
text structure.
68. Ensure that emphasis is not
placed only on finding the text
structure but to gain and build
meaning from it.
74. 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”.
