The document provides information about different text structures used in writing. It discusses chronological order, compare and contrast, cause and effect, problem and solution, and description text structures. For each structure, it provides examples from paragraphs and identifies clue words that indicate the specific structure being used.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
The document discusses the key features of an effective thesis statement, including that it should:
1) Be a complete sentence that contains the main idea of the essay.
2) Often be located at the end of the introductory paragraph.
3) Express an opinion or attitude on the topic rather than just stating a fact.
4) Sometimes include subtopics to give the reader a sense of how the essay will be organized.
5) Avoid directly announcing the main topic and should capture the reader's interest.
The passage discusses different text structures that authors use to organize information in paragraphs. It describes chronological order, compare and contrast, cause and effect, and problem and solution structures. For each structure, it provides examples from paragraphs and identifies clue words that indicate the structure being used. The passage emphasizes that understanding the text structure helps the reader comprehend the overall meaning and organization of ideas in the paragraph.
This document provides information and guidance about writing an informative process essay. It discusses the key elements of a process essay, including that it explains the steps of a process in order to help the reader understand how something is done or accomplished. The document emphasizes that a process essay needs to not only list the steps, but also explain why each step is important, the order they must be completed in, and any potential problems or variations. It provides questions for writers to consider to help explain the process effectively. The document also gives tips for writing the introduction, body paragraphs, and conclusion to clearly outline the steps and purpose of the process being described.
Transition words and phrases help connect ideas between sentences and paragraphs smoothly, making text easier to read. The document provides examples of transition words for various purposes, such as providing more information, examples, causes or reasons, results or effects, purposes or reasons, comparisons or contrasts, sequences, summaries, and conclusions.
This document provides guidance on writing effective thesis statements by defining what a thesis statement is, its key characteristics, and by walking through examples of strong and weak thesis statements for various writing prompts. It emphasizes that a good thesis statement makes an arguable claim, addresses all parts of the assigned prompt, and previews the scope and focus of the essay. Through a series of examples, it helps the reader to identify the thesis statement that is the best fit for the assigned writing task.
The document discusses characterization in literature. It defines characterization as conveying information about characters' traits. There are two types: direct characterization states a character's personality through adjectives, while indirect characterization reveals traits through a character's thoughts, words, actions, and how others respond to them, using verbs. Examples are provided of both direct and indirect characterization, showing and telling a character's traits.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
The document discusses the key features of an effective thesis statement, including that it should:
1) Be a complete sentence that contains the main idea of the essay.
2) Often be located at the end of the introductory paragraph.
3) Express an opinion or attitude on the topic rather than just stating a fact.
4) Sometimes include subtopics to give the reader a sense of how the essay will be organized.
5) Avoid directly announcing the main topic and should capture the reader's interest.
The passage discusses different text structures that authors use to organize information in paragraphs. It describes chronological order, compare and contrast, cause and effect, and problem and solution structures. For each structure, it provides examples from paragraphs and identifies clue words that indicate the structure being used. The passage emphasizes that understanding the text structure helps the reader comprehend the overall meaning and organization of ideas in the paragraph.
This document provides information and guidance about writing an informative process essay. It discusses the key elements of a process essay, including that it explains the steps of a process in order to help the reader understand how something is done or accomplished. The document emphasizes that a process essay needs to not only list the steps, but also explain why each step is important, the order they must be completed in, and any potential problems or variations. It provides questions for writers to consider to help explain the process effectively. The document also gives tips for writing the introduction, body paragraphs, and conclusion to clearly outline the steps and purpose of the process being described.
Transition words and phrases help connect ideas between sentences and paragraphs smoothly, making text easier to read. The document provides examples of transition words for various purposes, such as providing more information, examples, causes or reasons, results or effects, purposes or reasons, comparisons or contrasts, sequences, summaries, and conclusions.
This document provides guidance on writing effective thesis statements by defining what a thesis statement is, its key characteristics, and by walking through examples of strong and weak thesis statements for various writing prompts. It emphasizes that a good thesis statement makes an arguable claim, addresses all parts of the assigned prompt, and previews the scope and focus of the essay. Through a series of examples, it helps the reader to identify the thesis statement that is the best fit for the assigned writing task.
The document discusses characterization in literature. It defines characterization as conveying information about characters' traits. There are two types: direct characterization states a character's personality through adjectives, while indirect characterization reveals traits through a character's thoughts, words, actions, and how others respond to them, using verbs. Examples are provided of both direct and indirect characterization, showing and telling a character's traits.
An informative essay aims to explain or provide information about a topic without giving opinions. It can cover a variety of subjects and be organized in different ways, such as chronologically, through cause and effect, or with a main idea and supporting details. Common types of informative essays include comparisons, analyses of literature or speeches, newspaper articles, laws, and online articles. The goal is to share expertise on a topic so that readers learn something new.
The document discusses various patterns of development that can be used when writing, including narration, description, process analysis, examples, division/classification, and definition. It provides descriptions and examples of each type of development. Narration uses storytelling to engage readers, while description sets scenes and depicts characters. Process analysis outlines steps in a process, and examples are used to illustrate and prove points. Division separates a topic into subgroups, and classification rates subgroups. Definition helps readers understand new concepts.
This document provides information about position papers, including their objectives, definition, key features, and an example assignment. A position paper is defined as presenting a writer's stance on an issue through outlining arguments and a proposed course of action. It aims to potentially change others' opinions and bring about social change. Effective position papers discuss a debatable issue that is current, include in-depth research, analyze positions objectively citing sources, and arrange evidence logically. The document gives examples of national and local issues that could be addressed and provides prompts for an assignment to outline arguments about an issue in one's school or community.
The document provides guidance on writing an effective thesis statement, including that it should:
1) Be a complete sentence stating the main idea of the essay;
2) Express an opinion or attitude rather than just stating the topic;
3) Often include subtopics to signal how the essay will be organized;
4) Typically be located at the end of the introduction paragraph.
Uses knowledge of text structure to glean the information he/she needsMichelle390295
This document discusses different text structures and summarizing techniques. It describes common text structures like spatial/description, cause and effect, comparison and contrast, chronological order, and problem-solution. For each structure, it provides examples and explanations of how it organizes information. The document also discusses summarizing as condensing a lot of information into a short synopsis that touches on the main points. It offers methods for summarizing like using previewing techniques, including the thesis in the first sentence, and answering who, what, when, where, why and how. Finally, it states that summarizing is an important academic skill for note-taking and researching essays.
The document provides instructions for structuring an expository essay. It explains that an expository essay presents information objectively without arguing a position. The introduction should use a technique like a quotation, definition, or fact to grab the reader's attention and end with a thesis statement. The body paragraphs each require a topic sentence supported by evidence like statistics, expert opinions, or examples. The conclusion restates the thesis and main arguments.
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
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DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
What is a Paragraph
Parts of a Paragraph
Four Essential Elements of a Paragraph
Difference Between a Paragraph and an Essay
Paragraph Development
Types of Paragraph and its Elements
Ways in Developing a Paragraph
The Great Chicago Fire spread rapidly due to several factors:
1) Daniel Sullivan first noticed flames in the O'Leary barn around 8:30 pm on October 8.
2) A problem with the alarm box prevented people from calling the fire department.
3) By 9:30 pm the entire block was ablaze, and within 3 hours fires had spread across Chicago. Heavy winds from Lake Michigan fanned the flames.
Understanding text structures is an important reading skill because it aids comprehension of informational texts. Get middle school students started the process of understanding and analyzing Text Structures and Organizations with this engaging PowerPoint presentation. Presentation addresses the five most common structures: : description, chronological, cause/effect, compare/contrast, and problem/solution. Examples and teacher instructions are included. Aligned to Common Core ELA-Literacy Standards: RI.6.1, 7.1, 8.1; 5.11C; 6.10C; 7.10C; 8.10C.
This document discusses two methods of developing a topic: definition and defining a term.
Definition involves analyzing a word or expression by exploring its different aspects, associated concepts, and examples. There are two important concepts in defining - denotation and connotation. Denotation refers to the primary dictionary meaning of a word, while connotation refers to secondary meanings based on personal experience rather than dictionaries.
Defining a term involves stating the term, the category or "genus" it belongs to, and distinguishing factors or "differentia." An example is provided of defining the term "gene" by stating its function in living cells and inheritance.
This document provides an overview of text structure and suggestions for teaching it to students. It defines text structure as the internal organization of a text and discusses common structures like chronological order, cause and effect, problem and solution, compare and contrast, and description. It explains that understanding text structure helps readers comprehend, search for, and summarize information. The document offers recommendations for teaching text structure, such as using graphic organizers, highlighting transition words, analyzing questions for each structure, and finding leveled texts to practice with.
A persuasive text aims to convince readers by appealing to their emotions and ability to reason. Some common types of persuasive texts include speeches, books, and essays that try to get readers to agree with a point of view. Writers use techniques like facts, repetition, and strong language to persuade. They may repeat phrases to draw attention and create rhythm, use facts to support their arguments, and choose strong words to effectively make their point. The goal is for the writing to reach readers emotionally and get them to believe something.
This document provides information and guidance about persuasive writing. It defines persuasive writing as taking a position for or against an issue to convince the reader to believe or do something. Examples of where persuasive writing can be found are given, such as advertisements, essays, speeches and social media. Common topics that can be argued or debated are discussed. The elements of a persuasive argument are outlined as having a claim, evidence supporting the claim, an opposing viewpoint, and a conclusion. Techniques to persuade readers, such as emotional appeals and loaded language, are described. The document concludes by providing direction and a checklist for writing a persuasive essay.
The document provides guidance on creating an outline for an essay. It explains that an outline allows writers to plan their essay in an organized way before drafting. The outline should include an introduction with a thesis statement, three body paragraphs each with a topic sentence and supporting details, and a conclusion. Sample outlines are included to demonstrate how to structure the paragraphs and supporting ideas.
This document provides information about thesis statements and summarizing skills. It defines what a thesis statement is and lists the key elements of a strong thesis statement. The document also discusses distinguishing weak from strong thesis statements. Additionally, it provides an activity to identify thesis statements and differentiates them from questions or announcements.
This document contains information about reading and writing skills. It includes a prayer, classroom rules, and topics like hypertext, activities, objectives and lessons about intertextuality. Intertextuality is when a text references or incorporates elements of another text. It discusses types of intertextuality like revision, translation, quotation, parody and pastiche. Students will present projects in groups demonstrating different examples of intertextuality.
The document discusses different types of transitions used in writing. It defines transitions as words or phrases that connect sentences and paragraphs by establishing logical relationships between ideas. It provides examples of simple transitions that use common words like "also" or "furthermore" and more subtle transitions that indirectly connect ideas. The document advises using a mix of simple and subtle transitions to avoid sounding cliche while still clearly linking ideas.
The document defines and provides examples of various literary elements and devices found in stories, focusing specifically on Rudyard Kipling's short story "Rikki-tikki-tavi". It identifies the key elements in the story such as characters (Rikki-tikki-tavi the mongoose, Nag and Nagaina the cobras), setting (a bungalow in India), conflict (Rikki protecting the family from the snakes), point of view (omniscient narrator), theme (courage and survival), and mood (suspenseful with relief at the end). Examples of literary devices used in the story are also discussed, including foreshadowing, irony, symbolism
This document provides information on critical reading and reasoning. It discusses distinguishing facts from opinions and constructing paragraphs using facts, arguments, and reasons. It also covers topics like taking notes on key points, interpreting texts, defining evidence, different forms of reasoning, analyzing statements as factual or opinionated, and providing an example paragraph analyzing the effectivity of face-to-face classes. The overall document aims to develop the reader's critical reading and reasoning skills through examples, definitions, and interactive activities.
The document discusses how flour and fat are manipulated in cookie recipes to produce tender, rich textures. It explains that flour forms a gluten mesh framework when moistened and mixed, but holiday cookies often require a delicate framework with minimized gluten development. Recipes use pastry flour, cake flour, or mixtures with non-gluten flours to keep the dough tender. Fat also interrupts gluten formation and makes cookies tender, while carrying flavors. Carefully reading recipes indicates which ingredients build structure and which tenderize.
This presentation introduces young readers to several important text structures. Through examples, pictures, and practice, students will learn how to identify and use the text structures of sequence, description, compare and contrast, cause and effect, and problem and solution.
For a study guide and ready-to-use classroom texts, purchase my unit at http://www.teacherspayteachers.com/Product/Introduction-to-Text-Structure-451417
An informative essay aims to explain or provide information about a topic without giving opinions. It can cover a variety of subjects and be organized in different ways, such as chronologically, through cause and effect, or with a main idea and supporting details. Common types of informative essays include comparisons, analyses of literature or speeches, newspaper articles, laws, and online articles. The goal is to share expertise on a topic so that readers learn something new.
The document discusses various patterns of development that can be used when writing, including narration, description, process analysis, examples, division/classification, and definition. It provides descriptions and examples of each type of development. Narration uses storytelling to engage readers, while description sets scenes and depicts characters. Process analysis outlines steps in a process, and examples are used to illustrate and prove points. Division separates a topic into subgroups, and classification rates subgroups. Definition helps readers understand new concepts.
This document provides information about position papers, including their objectives, definition, key features, and an example assignment. A position paper is defined as presenting a writer's stance on an issue through outlining arguments and a proposed course of action. It aims to potentially change others' opinions and bring about social change. Effective position papers discuss a debatable issue that is current, include in-depth research, analyze positions objectively citing sources, and arrange evidence logically. The document gives examples of national and local issues that could be addressed and provides prompts for an assignment to outline arguments about an issue in one's school or community.
The document provides guidance on writing an effective thesis statement, including that it should:
1) Be a complete sentence stating the main idea of the essay;
2) Express an opinion or attitude rather than just stating the topic;
3) Often include subtopics to signal how the essay will be organized;
4) Typically be located at the end of the introduction paragraph.
Uses knowledge of text structure to glean the information he/she needsMichelle390295
This document discusses different text structures and summarizing techniques. It describes common text structures like spatial/description, cause and effect, comparison and contrast, chronological order, and problem-solution. For each structure, it provides examples and explanations of how it organizes information. The document also discusses summarizing as condensing a lot of information into a short synopsis that touches on the main points. It offers methods for summarizing like using previewing techniques, including the thesis in the first sentence, and answering who, what, when, where, why and how. Finally, it states that summarizing is an important academic skill for note-taking and researching essays.
The document provides instructions for structuring an expository essay. It explains that an expository essay presents information objectively without arguing a position. The introduction should use a technique like a quotation, definition, or fact to grab the reader's attention and end with a thesis statement. The body paragraphs each require a topic sentence supported by evidence like statistics, expert opinions, or examples. The conclusion restates the thesis and main arguments.
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
What is a Paragraph
Parts of a Paragraph
Four Essential Elements of a Paragraph
Difference Between a Paragraph and an Essay
Paragraph Development
Types of Paragraph and its Elements
Ways in Developing a Paragraph
The Great Chicago Fire spread rapidly due to several factors:
1) Daniel Sullivan first noticed flames in the O'Leary barn around 8:30 pm on October 8.
2) A problem with the alarm box prevented people from calling the fire department.
3) By 9:30 pm the entire block was ablaze, and within 3 hours fires had spread across Chicago. Heavy winds from Lake Michigan fanned the flames.
Understanding text structures is an important reading skill because it aids comprehension of informational texts. Get middle school students started the process of understanding and analyzing Text Structures and Organizations with this engaging PowerPoint presentation. Presentation addresses the five most common structures: : description, chronological, cause/effect, compare/contrast, and problem/solution. Examples and teacher instructions are included. Aligned to Common Core ELA-Literacy Standards: RI.6.1, 7.1, 8.1; 5.11C; 6.10C; 7.10C; 8.10C.
This document discusses two methods of developing a topic: definition and defining a term.
Definition involves analyzing a word or expression by exploring its different aspects, associated concepts, and examples. There are two important concepts in defining - denotation and connotation. Denotation refers to the primary dictionary meaning of a word, while connotation refers to secondary meanings based on personal experience rather than dictionaries.
Defining a term involves stating the term, the category or "genus" it belongs to, and distinguishing factors or "differentia." An example is provided of defining the term "gene" by stating its function in living cells and inheritance.
This document provides an overview of text structure and suggestions for teaching it to students. It defines text structure as the internal organization of a text and discusses common structures like chronological order, cause and effect, problem and solution, compare and contrast, and description. It explains that understanding text structure helps readers comprehend, search for, and summarize information. The document offers recommendations for teaching text structure, such as using graphic organizers, highlighting transition words, analyzing questions for each structure, and finding leveled texts to practice with.
A persuasive text aims to convince readers by appealing to their emotions and ability to reason. Some common types of persuasive texts include speeches, books, and essays that try to get readers to agree with a point of view. Writers use techniques like facts, repetition, and strong language to persuade. They may repeat phrases to draw attention and create rhythm, use facts to support their arguments, and choose strong words to effectively make their point. The goal is for the writing to reach readers emotionally and get them to believe something.
This document provides information and guidance about persuasive writing. It defines persuasive writing as taking a position for or against an issue to convince the reader to believe or do something. Examples of where persuasive writing can be found are given, such as advertisements, essays, speeches and social media. Common topics that can be argued or debated are discussed. The elements of a persuasive argument are outlined as having a claim, evidence supporting the claim, an opposing viewpoint, and a conclusion. Techniques to persuade readers, such as emotional appeals and loaded language, are described. The document concludes by providing direction and a checklist for writing a persuasive essay.
The document provides guidance on creating an outline for an essay. It explains that an outline allows writers to plan their essay in an organized way before drafting. The outline should include an introduction with a thesis statement, three body paragraphs each with a topic sentence and supporting details, and a conclusion. Sample outlines are included to demonstrate how to structure the paragraphs and supporting ideas.
This document provides information about thesis statements and summarizing skills. It defines what a thesis statement is and lists the key elements of a strong thesis statement. The document also discusses distinguishing weak from strong thesis statements. Additionally, it provides an activity to identify thesis statements and differentiates them from questions or announcements.
This document contains information about reading and writing skills. It includes a prayer, classroom rules, and topics like hypertext, activities, objectives and lessons about intertextuality. Intertextuality is when a text references or incorporates elements of another text. It discusses types of intertextuality like revision, translation, quotation, parody and pastiche. Students will present projects in groups demonstrating different examples of intertextuality.
The document discusses different types of transitions used in writing. It defines transitions as words or phrases that connect sentences and paragraphs by establishing logical relationships between ideas. It provides examples of simple transitions that use common words like "also" or "furthermore" and more subtle transitions that indirectly connect ideas. The document advises using a mix of simple and subtle transitions to avoid sounding cliche while still clearly linking ideas.
The document defines and provides examples of various literary elements and devices found in stories, focusing specifically on Rudyard Kipling's short story "Rikki-tikki-tavi". It identifies the key elements in the story such as characters (Rikki-tikki-tavi the mongoose, Nag and Nagaina the cobras), setting (a bungalow in India), conflict (Rikki protecting the family from the snakes), point of view (omniscient narrator), theme (courage and survival), and mood (suspenseful with relief at the end). Examples of literary devices used in the story are also discussed, including foreshadowing, irony, symbolism
This document provides information on critical reading and reasoning. It discusses distinguishing facts from opinions and constructing paragraphs using facts, arguments, and reasons. It also covers topics like taking notes on key points, interpreting texts, defining evidence, different forms of reasoning, analyzing statements as factual or opinionated, and providing an example paragraph analyzing the effectivity of face-to-face classes. The overall document aims to develop the reader's critical reading and reasoning skills through examples, definitions, and interactive activities.
The document discusses how flour and fat are manipulated in cookie recipes to produce tender, rich textures. It explains that flour forms a gluten mesh framework when moistened and mixed, but holiday cookies often require a delicate framework with minimized gluten development. Recipes use pastry flour, cake flour, or mixtures with non-gluten flours to keep the dough tender. Fat also interrupts gluten formation and makes cookies tender, while carrying flavors. Carefully reading recipes indicates which ingredients build structure and which tenderize.
This presentation introduces young readers to several important text structures. Through examples, pictures, and practice, students will learn how to identify and use the text structures of sequence, description, compare and contrast, cause and effect, and problem and solution.
For a study guide and ready-to-use classroom texts, purchase my unit at http://www.teacherspayteachers.com/Product/Introduction-to-Text-Structure-451417
Sourajit Aiyer - All India Management Association Indian Management journal -...South Asia Fast Track
1. The article discusses opportunities for private and foreign investment in India's higher education sector.
2. It notes that while private investment has been restricted to vocational and technical education, the school and university segments that make up the bulk of higher education lack quality and investment.
3. The article analyzes challenges like regulations limiting investment structures and profit models, and identifies opportunities for foreign players to partner with Indian institutions in areas like teaching, research, corporate training, and specialized professional courses.
The document outlines 8 reasons why hearing loss is more dangerous than commonly thought. Hearing loss is linked to increased risks of dementia, depression, social isolation, failing to hear alerts to danger, memory and cognitive decline, lower income, further auditory deprivation over time, and falls. The risks can be reduced or avoided by treating hearing loss, which is highly treatable through testing and hearing aids.
This document provides an introduction and overview of crowdfunding. It defines crowdfunding, discusses the different crowdfunding models and size of the crowdfunding market. It also outlines the important perspectives of entrepreneurs, backers, and platforms. Key aspects covered include the role of crowdfunding compared to traditional financing, legal frameworks, cash flows and selection criteria. The document provides context to help understand crowdfunding opportunities and considerations.
This document summarizes how a digital camera works. It contains the following key components:
1. A photo sensitive CCD captures the image according to light brightness.
2. An A/D converter converts the analog signal from the CCD to a digital 8-bit signal which is stored in memory.
3. Color images are formed using a color filter and interpolation to estimate color for each pixel.
The document provides details on these internal components and processes that allow digital cameras to digitally capture and store images.
The document summarizes the results of a questionnaire about preferences for a new music magazine. The majority of respondents were female aged 16-22 who preferred rock, indie, pop, or R&B music. Most respondents favored black and white or blue and white color schemes. They were interested in interviews, gig listings, and a monthly publication at a price of £2.50-£3.50. This provides guidance on the target demographic, content, design, frequency, and pricing for the new magazine.
Company Profile of JAGW-AlucoGlass
www.aluco-glass.webs.com
www.facebook.com/alucoglass
www.behance.net/alucoglass
http://www.linkedin.com/in/curtainwallglassalucobondsacp
Este documento contiene los resultados de varias competiciones de pesca deportiva juvenil organizadas por la Asociación Metropolitana de Pesca Deportiva del Paraguay en 2014. Presenta las puntuaciones individuales y por club de cada competencia, así como las tablas de posiciones acumuladas. El ganador individual fue Myrna Nahir Esmeil López y el ganador por club fue el Club Copa Puku.
Cell division occurs through two main processes - mitosis and meiosis. Mitosis produces two identical daughter cells during regular cell growth and reproduction. It has four phases: prophase, metaphase, anaphase and telophase. Meiosis produces gamete cells like eggs and sperm, which have half the normal number of chromosomes to ensure fertility. During meiosis, one cell undergoes two cell divisions to produce four daughter cells each with half the original number of chromosomes. This allows for genetic variation in offspring. Cell division is essential for growth, repair and reproduction of living organisms.
Melody and I want to make a film trailer rated 15 by the British Board of Film Classification. A 15 rating means no one under 15 can see the film in theaters or rent the DVD. 15 rated works can contain strong violence, frequent strong language like 'fuck', portrayals of sexual activity, references to sex, brief nudity, references to sexual violence, discriminatory language if not endorsed, and depictions of drug use that do not promote misuse. The strongest gory images, sadistic/sexual violence, and glamorization of weapons are unlikely to be acceptable.
The document discusses different drafts and iterations of a magazine cover design. It begins by presenting two initial photo options and selecting one to move forward with. Several first draft designs are then shown and feedback provided, noting to use red instead of blue as the dominant color. The final draft incorporates this feedback, making the masthead more prominent, adding more cover lines for a busier look, and changing the font to better match the style. The conclusion reflects on how the final design better achieves an intimidating and rebellious feel in line with the target audience.
La contaminación del aire es uno de los problemas ambientales más importantes y es resultado de las actividades humanas. Los principales gases contaminantes son el óxido de azufre, el monóxido de carbono, el óxido de nitrógeno y el dióxido de carbono. La contaminación del aire produce efectos serios en la salud como tos, problemas respiratorios y cardiovasculares, e incluso cáncer, afectando especialmente a los niños, ancianos y enfermos. El mejor remedio es basarse en energías limpias y renovables, fomentar
The document describes various simple machines and their uses. It explains that inclined planes like stairs and slides help get to higher places, wedges like doorstops help stop doors from moving, screws hold things together, levers allow easier opening of jar lids, pulleys are used to lower things, wheels and axles make things move, compound machines like scissors use two or more simple machines to perform tasks, and staplers are an example of a compound machine that uses a wedge.
This document defines and provides examples for the use of various phrasal verbs in English. It lists over 50 common phrasal verbs organized by their particle or preposition. Definitions and examples are provided for phrasal verbs relating to behaviors, emotions, cancellations, check-ins/outs, contributions, illnesses, totals, and more. The document serves as a reference for understanding how phrasal verbs combine verbs with particles to convey unique meanings.
The document discusses different text structures that authors use to organize information in writing. It describes chronological order, compare and contrast, cause and effect, problem and solution, and description text structures. For each structure, it provides examples from paragraphs and discusses clue words that signal each structure to readers.
The document discusses different text structures that authors use to organize information in writing. It describes chronological order as presenting events or steps in the order they occurred or will occur. Compare and contrast structures show how two or more things are similar or different. Cause and effect structures explain how one event causes another to happen as a result. Problem and solution structures identify an issue and then offer a way to address it. Keywords like first, then, while, and as a result help readers identify the structure being used.
The document discusses different text structures that authors use to organize information in writing. It explains chronological order as presenting events or steps in the order they occurred or will occur. Compare and contrast is used to describe how things are similar or different. Cause and effect shows how one event causes another to happen. Problem and solution identifies an issue and then proposes a resolution. Keywords like first, next, while, but, as a result help readers identify the structure being used.
The document discusses different text structures that authors use to organize information in writing. It explains chronological order as presenting events or steps in the order that they occur using clue words like first, next, then. Compare and contrast is used to describe similarities and differences between two or more things using clue words like both, while, and on the other hand. Cause and effect shows how one event leads to another outcome using words like cause, effect, as a result. Problem and solution identifies an issue and presents one or more ways to address it, signaled by words like problem, solution. Being able to recognize these structures helps readers understand how information is being presented.
The paragraph describes the events of the Great Chicago Fire in chronological order. It explains that Daniel Sullivan first noticed flames in the O'Leary barn around 8:30pm on October 8th. By 9:30pm the entire block was ablaze. Within 3 hours, fires had spread across Chicago, fueled by strong winds from Lake Michigan. It took another full day to extinguish the fire, during which over 17,500 buildings were burned.
Review for Text Structure and Text FeaturesSummer Mires
This document provides an overview of different text structures, including chronological order, compare and contrast, cause and effect, and problem and solution. It defines each structure and provides examples to illustrate how authors use clue words to signal the structure being used. Key details about each structure are discussed, such as how chronological order conveys a sequence of events and compare and contrast highlights similarities and differences between two or more topics.
The document provides information about different text structures that authors use to organize ideas in writing. It discusses chronological order, compare and contrast, cause and effect, problem and solution, and main idea paragraphs. For each structure, it provides examples from passages and identifies clue words that signal the structure being used. The document is intended to help readers understand how text is structured and organized based on the author's purpose.
The document provides information about different text structures that authors use to organize ideas in writing. It discusses chronological order, compare and contrast, cause and effect, problem and solution, and main idea paragraphs. For each structure, it provides examples from passages and identifies clue words that signal the structure being used. The document is intended to help readers understand how text is structured and organized based on the author's purpose.
This document discusses different text structures that authors use to organize information in writing. It covers chronological order, compare and contrast, problem and solution, and description structures. Chronological order uses transition words like first, next, and then to sequence events in time. Compare and contrast looks at similarities with words like both, and differences with words like but. Problem and solution explains an issue and possible resolutions. Description paints a picture with details. Understanding these structures helps readers follow an author's intended meaning.
The document discusses different text structures that writers use to organize information in their writing. It defines text structure as the framework or way that a piece of text is built. Some common text structures covered are chronological order, compare and contrast, cause and effect, and problem and solution. Each structure communicates ideas in a different way using clue words like first, next, similarly, however, as a result, and problem. Examples are provided of paragraphs written using different text structures.
This paragraph describes the events of the Great Chicago Fire in chronological order, beginning with Daniel Sullivan noticing the flames and ending with the total number of buildings burned after the fire was out. Time clue words like "at around 8:30 pm", "By 9:30 pm", "In another 3 hours", and "It would be another day" indicate a chronological structure.
This paragraph describes the events of the Great Chicago Fire in chronological order, beginning with Daniel Sullivan noticing the flames and ending with the total number of buildings burned after the fire was out. Clue words like "at around", "By 9:30 pm", "In another 3 hours", and "It would be another day" indicate the chronological sequence of events.
This paragraph describes the events of the Great Chicago Fire in chronological order, beginning with Daniel Sullivan noticing the flames and ending with the total number of buildings burned after the fire was out. Clue words like "at around", "By 9:30 pm", "In another 3 hours", and "It would be another day" indicate the chronological sequence of events.
This document provides information about different text structures used in academic writing. It defines and provides examples of six common text structures: compare/contrast, cause and effect, sequence, descriptive, problem/solution, and question-answer. Key clue words are also identified for each structure. The document concludes with an assessment task that requires using different text structures to create a video blog on a chosen topic.
Scientific Essay Sample. Science research paper sample. Sample Scientific Re...Heather Green
(PDF) An Essay on Scientific Writing. Writing A Scientific Essay – Telegraph. Calaméo - "Science" College Essay Sample by EssaySupply.com. (PDF) Enhancing scientific essay writing using peer assessment.
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ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxgidmanmary
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu ...
Yes, the topic may be (and probably is) complex. But that doesn't mean the writing can't be clear, simple, easy to understand, and impossible to misunderstand. And concise. Watson and Crick won a Nobel prize for DNA. Their report was under 900 words. How long is yours?
The document provides lesson plans and reading materials for teaching students about paleontologists and how they help us understand dinosaurs. It includes links to videos about paleontologist theories that turned out to be true. The main text is about the biography of Waterhouse Hawkins and how he created the first life-sized models of dinosaurs in 1854.
This document provides guidance on improving coherence and cohesion in writing. It defines coherence as how meanings and sequences of ideas relate to each other using logical connections. Cohesion is defined as the grammatical and lexical links that connect different parts of a text, such as pronouns, verb tenses, and transitional words and phrases. Examples are given of different techniques that can be used to improve coherence and cohesion, including using synonyms, pronouns, transitional words, repeated sentence patterns, and consistent topic strings between sentences.
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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2. What is a text structure?
A “structure” is a
building or
framework.
“Text structure”
refers to how a
piece of text is built.
3. What is a text structure?
Builders can use
different kinds of
structures to build
different things.
A skyscraper, for
example, is a different
kind of structure from a
house.
5. Chronological order
Authors use
chronological order
to explain how
things happen in
order
Chronological order is
also called sequence or
time order
Why might an author use
chronological order to
write about this frog?
6. You will know that
you are reading a
text in
chronological order
because you will
see words like first,
next, later, then,
and finally
Chronological order
7. You will often see chronological order in
directions:
Have you ever made macaroni and cheese?
It’s simple! First, boil some water and make
some macaroni. Then, make your cheese
sauce. After the cheese sauce is ready, mix
it with the macaroni. Bake the entire thing
in the oven. Finally, it’s time to eat!
Chronological order
8. Notice the transition words that connect the
events in these directions.
Have you ever made macaroni and cheese?
It’s simple! First, boil some water and make
some macaroni. Then, make your cheese
sauce. After the cheese sauce is ready, mix
it with the macaroni. Bake the entire thing
in the oven. Finally, it’s time to eat!
Chronological order
9. Which paragraph is in
chronological order?
Pennsylvania has many
historic sites. You can visit
Revolutionary war sites,
like Valley Forge. You can
also visit important
locations from the Civil
War, like Gettysburg.
Finally, you can also see the
site of the first oil well in
Titusville. Pennsylvania has
many neat places to visit!
Through the ages,
Pennsylvania has seen
many interesting events.
The state was founded in
1681 by William Penn.
Later, Pennsylvania was the
site of important
Revolutionary War battles.
After that, Pennsylvania
was home to new factories
during the Industrial
Revolution. Today,
Pennsylvania continues to
make history.
10. Which paragraph is in
chronological order?
Through the ages,
Pennsylvania has seen
many interesting events.
The state was founded in
1681 by William Penn.
Later, Pennsylvania was the
site of important
Revolutionary War battles.
After that, Pennsylvania
was home to new factories
during the Industrial
Revolution. Today,
Pennsylvania continues to
make history.
This is the
paragraph in
chronological
order. Can you
find the clue
words that show
this order?
11. Which paragraph is in
chronological order?
Through the ages,
Pennsylvania has seen
many interesting events.
The state was founded in
1681 by William Penn.
Later, Pennsylvania was the
site of important
Revolutionary War battles.
After that, Pennsylvania
was home to new factories
during the Industrial
Revolution. Today,
Pennsylvania continues to
make history.
This is the
paragraph in
chronological
order. Can you
find the clue
words that show
this order?
12. Think about it!
•What is a structure?
•What does chronological order
mean?
•What are some clue words that
show chronological order?
13. Another text structure
• But what if an
author doesn’t
want to show how
something
happened in
sequence?
• The author would
need to use another
text structure!
14. Compare and contrast
Suppose an author wanted to
explain how these two birds are
similar and different.
Chronological order
wouldn’t work---there
is no order of events.
The author would
need to use compare
and contrast.
15. The cardinal and the goldfinch
are two common birds. Both are
brightly colored. Both are common
at birdfeeders. But the birds have
some differences. The male
cardinal is a bright red, while the
male goldfinch is yellow. Cardinals
like shrubs and trees, while
goldfinches prefer open meadows.
Compare and contrast
16. When authors use the
text structure of compare
and contrast, they often
use special clue words to
show this text structure.
Can you find the clue
words in the paragraph?
Compare and contrast clue words
17. Can you find the clue words?
The cardinal and the goldfinch
are two common birds. Both are
brightly colored. Both are common
at birdfeeders. But the birds have
some differences. The male
cardinal is a bright red, while the
male goldfinch is yellow. Cardinals
like shrubs and trees, while
goldfinches prefer open meadows.
18. Here they are!
The cardinal and the goldfinch
are two common birds. Both are
brightly colored. Both are common
at birdfeeders. But the birds have
some differences. The male
cardinal is a bright red, while the
male goldfinch is yellow. Cardinals
like shrubs and trees, while
goldfinches prefer open meadows.
19. Graphic Organizers
Details from a text
written as compare and
contrast can be organized
as a Venn diagram.
Goldfinch Cardinal
Both
21. • Can you explain the difference
between chronological order and
compare and contrast?
• How can clue words help you as a
reader?
Graphic Organizers
22. Another text structure
Sometimes, a writer wants to explain how
one event leads to another.
This kind of
text structure is
called cause
and effect.
23. When authors write paragraphs to
show causes and effects, they use
words like cause, effect, as a result,
consequently, and so.
Cause and Effect
24. Can you find the clue words?
The night’s snowstorm had many
effects. People were out shoveling
snow from their sidewalks. The power
lines were draped with ice. Snow
plows drove down every street.
Children were the happiest of all. The
unexpected snow caused school to be
cancelled!
25. The night’s snowstorm had many
effects. People were out shoveling
snow from their sidewalks. The power
lines were draped with ice. Snow
plows drove down every street.
Children were the happiest of all. The
unexpected snow caused school to be
cancelled!
Can you find the clue words?
26. Baby painted turtles spend all winter in
their nests. They have special chemicals in
their blood that can keep their blood from
freezing. As a result, baby painted turtles
can survive freezing temperatures!
More with cause and effect
Can you find
the causes and
effects in this
paragraph?
27. Baby painted turtles spend all winter in
their nests. They have special chemicals in
their blood that can keep their blood from
freezing. As a result, baby painted turtles
can survive freezing temperatures!
This is the
cause.
More with cause and effect
28. Baby painted turtles spend all winter in
their nests. They have special chemicals in
their blood that can keep their blood from
freezing. As a result, baby painted turtles
can survive freezing temperatures!
This is the
effect.
More with cause and effect
29. Review
Which text structure tells about how things
are similar and different?
Compare and contrast
How does the text
structure of
compare and
contrast relate to
these pictures of a
frog and a toad?
30. Review
Which text structure explains how things
happen in time order?
Chronological Order
How do these
pictures relate to
chronological
order?
31. Problem and Solution Text Structure
Sometimes, an author
will want to explain a
problem, and then
show one or more
solutions.
This kind of text
structure is called
problem and solution.
32. An example of problem and solution
Heavy rains can cause flooding
in small streams. For weather
forecasters and local authorities,
this flooding can be difficult to
predict. Fortunately, the United
States Geological Survey (USGS)
has more than 7,000 streamgages
that measure water flow. These
streamgages help scientists to
monitor water levels in good and
bad weather.
What is the problem
in this paragraph?
33. An example of problem and solution
Heavy rains can cause flooding
in small streams. For weather
forecasters and local authorities,
this flooding can be difficult to
predict. Fortunately, the United
States Geological Survey (USGS)
has more than 7,000 streamgages
that measure water flow. These
streamgages help scientists to
monitor water levels in good and
bad weather.
34. An example of problem and solution
Heavy rains can cause flooding
in small streams. For weather
forecasters and local authorities,
this flooding can be difficult to
predict. Fortunately, the United
States Geological Survey (USGS)
has more than 7,000 streamgages
that measure water flow. These
streamgages help scientists to
monitor water levels in good and
bad weather.
What is the solution
in this paragraph?
35. An example of problem and solution
Heavy rains can cause flooding
in small streams. For weather
forecasters and local authorities,
this flooding can be difficult to
predict. Fortunately, the United
States Geological Survey (USGS)
has more than 7,000 streamgages
that measure water flow. These
streamgages help scientists to
monitor water levels in good and
bad weather.
36. Problem and Solution
Often, authors will
signal problem and
solution structure with
clue words like
problem and solution.
37. Problem and Solution
Synonyms for
problem include
difficulty, struggle,
uncertainty, worry,
threat, and trouble
Synonyms for solution
include possibility, hope,
bright spot, answer, and
future
38. Can you find the problems and solutions?
Brown marmorated stinkbugs have caused
many problems since they were
accidentally introduced to North America.
They damage fruit, bother people, and
harm crops. Scientists are trying to find a
solution. One promising possibility is a
species of wasp that originally comes from
Asia. This wasp is a predator of stinkbugs.
Scientists hope that this wasp could solve
the stinkbug problem.
What is the
problem?
39. Can you find the problems and solutions?
Brown marmorated stinkbugs have caused
many problems since they were
accidentally introduced to North America.
They damage fruit, bother people, and
harm crops. Scientists are trying to find a
solution. One promising possibility is a
species of wasp that originally comes from
Asia. This wasp is a predator of stinkbugs.
Scientists hope that this wasp could solve
the stinkbug problem.
40. Can you find the problems and solutions?
Brown marmorated stinkbugs have caused
many problems since they were
accidentally introduced to North America.
They damage fruit, bother people, and
harm crops. Scientists are trying to find a
solution. One promising possibility is a
species of wasp that originally comes from
Asia. This wasp is a predator of stinkbugs.
Scientists hope that this wasp could solve
the stinkbug problem.
What is the
solution?
41. Can you find the problems and solutions?
Brown marmorated stinkbugs have caused
many problems since they were
accidentally introduced to North America.
They damage fruit, bother people, and
harm crops. Scientists are trying to find a
solution. One promising possibility is a
species of wasp that originally comes from
Asia. This wasp is a predator of stinkbugs.
Scientists hope that this wasp could solve
the stinkbug problem.
42. Text structures we’ve
learned so far
• Chronological order
• Compare and contrast
• Cause and effect
• Problem and solution
43. Match the clue words!
however, on the other
hand, similarity, like,
unlike
Can you figure out the text structure that these clue
words point to?
Compare and
contrast
44. Match the clue words!
as a result,
consequently,
therefore, so, cause,
effect
Can you figure out the text structure that these clue
words point to?
Cause and effect
45. Match the clue words!
problem, solution,
threat, difficulty, hope,
answer, possibility
Can you figure out the text structure that these clue
words point to?
Problem and
solution
47. The pond was a beautiful
place to visit. The falling
leaves, all different colors,
decorated the surface of the
water. At the edges of the
pond, small wildflowers
grew. The golden forest
glowed faintly in the distance.
Description
48. The pond was a beautiful
place to visit. The falling
leaves, all different colors,
decorated the surface of the
water. At the edges of the
pond, small wildflowers
grew. The golden forest
glowed faintly in the distance.
Main idea
Description
49. The pond was a beautiful
place to visit. The falling
leaves, all different colors,
decorated the surface of the
water. At the edges of the
pond, small wildflowers
grew. The golden forest
glowed faintly in the distance.
Main idea
All of the other sentences
support the main idea
and describe the pond.
Description
50. Clue words in these
paragraphs may
include:
One reason, another
reason, and for
example
Description
51. These paragraphs may
also include spatial
order words to show
how details relate to
each other:
next to, by, along, in,
above, and so forth
Description
52. Now it’s your turn!
On the next few slides,
you will read some
paragraphs about the
Great Chicago Fire.
Your task is to identify
the text structure for
each one.
53. What’s the text structure?
• Chronological
order
• Compare and
contrast
• Cause and
effect
• Problem and
solution
• Description
Daniel Sullivan was the first to notice
the flames coming from the O’Leary
barn at around 8:30 pm on October 8.
A problem with the alarm box made it
impossible for the people in the area
to call for the fire department. By 9:30
pm, the entire block was blazing. In
another 3 hours, there were fires all
over Chicago. The heavy wind coming
from the lake only made the fire
bigger. It would be another day before
the fire would be completely out. By
that time, 17,500 buildings had been
burned.
54. What’s the text structure?
• Chronological
order
• Compare and
contrast
• Problem and
solution
Daniel Sullivan was the first to notice
the flames coming from the O’Leary
barn at around 8:30 pm on October 8.
A problem with the alarm box made it
impossible for the people in the area
to call for the fire department. By 9:30
pm, the entire block was blazing. In
another 3 hours, there were fires all
over Chicago. The heavy wind coming
from the lake only made the fire
bigger. It would be another day before
the fire would be completely out. By
that time, 17,500 buildings had been
burned.
55. What’s the text structure?
• Chronological
order
Daniel Sullivan was the first to notice
the flames coming from the O’Leary
barn at around 8:30 pm on October 8.
A problem with the alarm box made it
impossible for the people in the area
to call for the fire department. By 9:30
pm, the entire block was blazing. In
another 3 hours, there were fires all
over Chicago. The heavy wind coming
from the lake only made the fire
bigger. It would be another day before
the fire would be completely out. By
that time, 17,500 buildings had been
burned.
56. What’s the text structure?
• Chronological
order
Daniel Sullivan was the first to notice
the flames coming from the O’Leary
barn at around 8:30 pm on October 8.
A problem with the alarm box made it
impossible for the people in the area
to call for the fire department. By 9:30
pm, the entire block was blazing. In
another 3 hours, there were fires all
over Chicago. The heavy wind coming
from the lake only made the fire
bigger. It would be another day before
the fire would be completely out. By
that time, 17,500 buildings had been
burned.
57. What’s the text structure?
• Chronological
order
• Notice how
the paragraph
shows how
events happen
in time order
Daniel Sullivan was the first to notice
the flames coming from the O’Leary
barn at around 8:30 pm on October 8.
A problem with the alarm box made it
impossible for the people in the area
to call for the fire department. By 9:30
pm, the entire block was blazing. In
another 3 hours, there were fires all
over Chicago. The heavy wind coming
from the lake only made the fire
bigger. It would be another day before
the fire would be completely out. By
that time, 17,500 buildings had been
burned.
58. What’s the text structure?
Understanding
that this text is
written in
chronological
order can help
you to
understand
how the Great
Fire started.
Daniel Sullivan was the first to notice
the flames coming from the O’Leary
barn at around 8:30 pm on October 8.
A problem with the alarm box made it
impossible for the people in the area
to call for the fire department. By 9:30
pm, the entire block was blazing. In
another 3 hours, there were fires all
over Chicago. The heavy wind coming
from the lake only made the fire
bigger. It would be another day before
the fire would be completely out. By
that time, 17,500 buildings had been
burned.
59. Try another!
• Chronological
order
• Compare and
contrast
• Cause and
effect
• Problem and
solution
• Description
Why was the Great Chicago Fire so
disastrous? After all, Chicago had fire
departments and fire alarms. One
reason for the terrible fire is that the
alarm malfunctioned. The local fire
company noticed the fire by accident
as it was returning from another fire.
As another problem, a watchman who
saw the flames directed other fire
companies to a location that was nearly
a mile away from the fire. Because of
these two problems, a fire that could
have been controlled rapidly spread
across the city.
60. Try another!
• Compare and
contrast
• Cause and
effect
• Problem and
solution
Why was the Great Chicago Fire so
disastrous? After all, Chicago had fire
departments and fire alarms. One
reason for the terrible fire is that the
alarm malfunctioned. The local fire
company noticed the fire by accident
as it was returning from another fire.
As another problem, a watchman who
saw the flames directed other fire
companies to a location that was nearly
a mile away from the fire. Because of
these two problems, a fire that could
have been controlled rapidly spread
across the city.
61. Try another!
• Cause and
effect
Why was the Great Chicago Fire so
disastrous? After all, Chicago had fire
departments and fire alarms. One
reason for the terrible fire is that the
alarm malfunctioned. The local fire
company noticed the fire by accident
as it was returning from another fire.
As another problem, a watchman who
saw the flames directed other fire
companies to a location that was nearly
a mile away from the fire. Because of
these two problems, a fire that could
have been controlled rapidly spread
across the city.
62. Try another!
• Cause and
effect
• Notice how
the causes (in
blue) lead to
the effect (in
yellow)
Why was the Great Chicago Fire so
disastrous? After all, Chicago had fire
departments and fire alarms. One
reason for the terrible fire is that the
alarm malfunctioned. The local fire
company noticed the fire by accident
as it was returning from another fire.
As another problem, a watchman who
saw the flames directed other fire
companies to a location that was nearly
a mile away from the fire. Because of
these two problems, a fire that could
have been controlled rapidly spread
across the city.
63. What text structure is here?
• Chronological
order
• Compare and
contrast
• Cause and effect
• Problem and
solution
• Description
After the fire, thousands of people
were left homeless. Many escaped the
fire with nothing except the clothes
on their backs. Providing all of these
people with food, clean water, and
shelter was a huge task. Luckily, the
city quickly formed a Relief and Aid
Society. This group started giving out
the food donations that were pouring
in from other cities. The society built
places for people to live, gathered the
tools that people needed to rebuild
their houses, and even vaccinated
64,000 people against smallpox.
64. What text structure is here?
• Chronological
order
• Cause and effect
• Problem and
solution
After the fire, thousands of people
were left homeless. Many escaped the
fire with nothing except the clothes
on their backs. Providing all of these
people with food, clean water, and
shelter was a huge task. Luckily, the
city quickly formed a Relief and Aid
Society. This group started giving out
the food donations that were pouring
in from other cities. The society built
places for people to live, gathered the
tools that people needed to rebuild
their houses, and even vaccinated
64,000 people against smallpox.
65. What text structure is here?
• Problem and
solution
After the fire, thousands of people
were left homeless. Many escaped the
fire with nothing except the clothes
on their backs. Providing all of these
people with food, clean water, and
shelter was a huge task. Luckily, the
city quickly formed a Relief and Aid
Society. This group started giving out
the food donations that were pouring
in from other cities. The society built
places for people to live, gathered the
tools that people needed to rebuild
their houses, and even vaccinated
64,000 people against smallpox.
66. What text structure is here?
• Problem and
solution
• Here is the
problem
After the fire, thousands of people
were left homeless. Many escaped the
fire with nothing except the clothes
on their backs. Providing all of these
people with food, clean water, and
shelter was a huge task. Luckily, the
city quickly formed a Relief and Aid
Society. This group started giving out
the food donations that were pouring
in from other cities. The society built
places for people to live, gathered the
tools that people needed to rebuild
their houses, and even vaccinated
64,000 people against smallpox.
67. What text structure is here?
• Problem and
solution
• Here is the
solution
After the fire, thousands of people
were left homeless. Many escaped the
fire with nothing except the clothes
on their backs. Providing all of these
people with food, clean water, and
shelter was a huge task. Luckily, the
city quickly formed a Relief and Aid
Society. This group started giving out
the food donations that were pouring
in from other cities. The society built
places for people to live, gathered the
tools that people needed to rebuild
their houses, and even vaccinated
64,000 people against smallpox.
68. Can you find the text structure?
• Chronological
order
• Compare and
contrast
• Cause and
effect
• Problem and
solution
• Description
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories
high. The buildings that were
constructed after the fire, however,
were some of the first skyscrapers in
the country. Before the fire, most of
the houses were made of wood. After
the fire, people chose to build their
houses out of stone or brick. There were
changes in where people lived, as well.
The poor people in the city lived close to
the center of the city before the fire.
After the fire, they moved into
neighborhoods that were farther away
from the downtown area.
69. Can you find the text structure?
• Compare and
contrast
• Cause and
effect
• Description
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories
high. The buildings that were
constructed after the fire, however,
were some of the first skyscrapers in
the country. Before the fire, most of
the houses were made of wood. After
the fire, people chose to build their
houses out of stone or brick. There were
changes in where people lived, as well.
The poor people in the city lived close to
the center of the city before the fire.
After the fire, they moved into
neighborhoods that were farther away
from the downtown area.
70. Can you find the text structure?
• Compare and
contrast
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories
high. The buildings that were
constructed after the fire, however,
were some of the first skyscrapers in
the country. Before the fire, most of
the houses were made of wood. After
the fire, people chose to build their
houses out of stone or brick. There were
changes in where people lived, as well.
The poor people in the city lived close to
the center of the city before the fire.
After the fire, they moved into
neighborhoods that were farther away
from the downtown area.
71. Can you find the text structure?
• Compare and
contrast
Notice how this
paragraph is
comparing
Chicago
BEFORE the
fire to Chicago
AFTER the fire.
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories
high. The buildings that were
constructed after the fire, however,
were some of the first skyscrapers in
the country. Before the fire, most of
the houses were made of wood. After
the fire, people chose to build their
houses out of stone or brick. There were
changes in where people lived, as well.
The poor people in the city lived close to
the center of the city before the fire.
After the fire, they moved into
neighborhoods that were farther away
from the downtown area.
72. Can you find the text structure?
• Compare and
contrast
Notice how this
paragraph is
comparing
Chicago
BEFORE the
fire to Chicago
AFTER the fire.
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories
high. The buildings that were
constructed after the fire, however,
were some of the first skyscrapers in
the country. Before the fire, most of
the houses were made of wood. After
the fire, people chose to build their
houses out of stone or brick. There were
changes in where people lived, as well.
The poor people in the city lived close to
the center of the city before the fire.
After the fire, they moved into
neighborhoods that were farther away
from the downtown area.
73. One more paragraph!
By Monday night, the town
of Chicago was burning.
People described it as
terrible, but amazing. The
flames were brighter than
anything people had ever
seen. The harsh winds swept
the fire across the city with
terrible speed. For many
who watched, it was a sight
to remember for the rest of
their lives.
• Chronological
order
• Compare and
contrast
• Cause and effect
• Problem and
solution
• Description
74. One more paragraph!
By Monday night, the town
of Chicago was burning.
People described it as
terrible, but amazing. The
flames were brighter than
anything people had ever
seen. The harsh winds swept
the fire across the city with
terrible speed. For many
who watched, it was a sight
to remember for the rest of
their lives.
• Compare and
contrast
• Cause and effect
• Description
75. One more paragraph!
By Monday night, the town
of Chicago was burning.
People described it as
terrible, but amazing. The
flames were brighter than
anything people had ever
seen. The harsh winds swept
the fire across the city with
terrible speed. For many
who watched, it was a sight
to remember for the rest of
their lives.
• Description
76. One more paragraph!
By Monday night, the town
of Chicago was burning.
People described it as
terrible, but amazing. The
flames were brighter than
anything people had ever
seen. The harsh winds swept
the fire across the city with
terrible speed. For many
who watched, it was a sight
to remember for the rest of
their lives.
• Description
• Notice the
main idea that
drives the
description.
77. Reflect on what you have learned
Which text structure
do you find most
interesting to read?
Why?
78. Reflect on what you have learned
Usually, authors use
many different text
structures in one text.
Can you explain an
example of how two
text structures could
work together?
79. Reflect on what you have learned
What other questions
do you have about
text structures?