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1-ANALYZING-THE-STRUCTURE-OF-ACADEMIC-AND-PROFESSIONAL-TEXTS.pptx
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- 4. There are NINEmain informational text structures: • Definition/Elucidation • Description • Recount of a Sequence • Cause-Effect • Problem-Solution • Comparison and Contrast • Enumeration • Classification • Thesis-Evidence
- 5. Three Approaches toa Text to Determine its Structure • By noting language cues • By making a graphic representation of the text (Text Mapping) • By outlining
- 6. Language Cues To usethe first approach, you must be aware of certain key words that characterize each text structure. Some key words will be presented as each text structure will be discussed.
- 7. Text Mapping To applythe second approach , possible graphic representation of a text will be presented. Text mapping is the general term for graphically organizing and representing the various parts of a text in a manner that shows how the parts relate to each other. The advantage of text mapping is that it shows simultaneously the details and structure of a text.
- 8. Outlining Outlining presents theframework of a text by showing its main ideas and subtopics. Compared to the two approaches, outlining is more cognitively demanding.
- 9. 1. Definition/Elucidation •Explains thenature of something. •Describes the thing being defined and/or cites examples of it.
- 10. Language Cues Examples: •is/are, for example, can be, is identified as, means; • Words that refer the composition such as contain, make up, involves; • Words that suggest likeness such as as, appears to be, refers to; • General words that refer to a class or genus, such as a form of (exercise), a branch of (engineering), a type of (worship), a kind of (ship), etc.
- 11. Sample Graphic Organizer: Definition1 Definition 2 Definition 3 Definition 4 Main Topic
- 12. Texting, as anabbreviated form of writing used on mobile phones and pagers with tiny screens and keyboards, suspends normal conventions of grammar, spelling and punctuation. It is a hybrid construct, combining elements of writing with speech forms but its mixing takes entirely new resources and characteristics. Texting appears as though people are talking when in fact they are writing. Texting resembles speech because of its “ethereal and fleeting” qualities. Yet it also resembles written text because the text has physically in the form of the words and symbols printed on the screen.
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- 14. 2. Description •Gives concretedetails about appearance, characteristics, and actions.
- 15. Language Cues Examples: •Adjectives that describe: Size (huge, small, or numbers that specify dimensions), Shape (spherical, octagonal), Position (middle, top), Texture (rough, smooth), Color ( green, bloody red) • Adverbs to quantify an action or thing (evenly, roughly, consistently) • Adjective phrases (10-gallon container, a four-day weekend)
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- 17. Mercado House…..This earlySpanish period house has the typical elongated floor plan where rooms follow each other in a train-like sequence. Typical too is the wooden projecting upper floor cantilevered by the adobe zaguan below. The façade is severely simple windows of plain slatted Capiz. Its floor plan is quite introverted in the sense that bedrooms dominate the upper area fronting the main street, thus leaving no space for the usual “ grandstand” where one usually watched parades of procession outside. Recurring themes are huge thick doors and grand arches.
- 18. 3. Recount ofa Sequence •Is a chronological narration of a historical period, a sequential description of a process or a procedure.
- 19. Language Cues Examples: •Words are first, second, now, before, after, then, finally, while, meanwhile, during, and other expressions of time and duration describing the steps in a procedure. • In historical account, dates may be considered as language cues, too.
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- 21. 4. Cause-Effect • Presentsreasons why a situation is obtained. • In academic writing, it is the effect that is usually presented first, perhaps to achieve a more dramatic effect.
- 22. Language Cues Examples: •Expressions that indicate effect or consequence or result, such as so, so that, as a result, consequently, explanation for, thus, and accordingly. • Expressions that indicate cause are due to, as a result of, because of, and a cause of.
- 23. Sample Graphic Organizer: Cause1 Effect 2 Effect 3 Effect 1
- 24. “ Why FilipinoKids are not Learning” by Juan Miguel Luz Filipino elementary and high school students are not dumb, but they have consistently obtained scores below the international average in Math and Science. They have also fared poorly in the National Achievement Test (NAT, which is given to to fourth year high school students) , in the High School Readiness Test( HSRT), given to first year students), and in other evaluation tests.. This dismal performance has been attributed to problems such as overcrowded classrooms, poorly trained teachers and lack of textbook…. Because of the shortage of public school teachers, physical and health education instructors are forced to teach core subjects such as Math and Science… The problems plaguing the public school system are largely due to the decrease in real terms of the budget for education. Government spends only about Php 10 per elementary pupil and Php 35 per secondary student a month.
- 25. 5. Problem-Solution •Starts offwith a negative situation (a problem) and ends with a positive situation (a solution).
- 26. Language Cues Examples: •Expressions like: • the problem/dilemma is, if/then, so that, solves, an answer to, and addresses the problem of
- 27. Sample Graphic Organizer: ProblemSolution 2 Solution3 Solution 1
- 28. 6. Comparison andContrast •Similarities and differences are presented.
- 29. Language Cues Examples: •Expressions that point out similarities like similarly, in like manner, and in the same way; • To talk about differences like on the other hand, on the contrary, the opposite, compared to, in contrast, although, unless, and however.
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- 31. 7. Enumeration •Is alisting, as in a list of parts, of characteristics, of examples, etc. •Enumeration often appears as a numbered list or a bulleted text.
- 32. Language Cues Examples: •Words such as to start with, first, second, in addition, next, then, another, finally, and also.
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- 34. 8. Classification • Presentsgroupings, types, classes, categories, and sub- categories that constitute a concept, presented in hierarchical order. • Some examples are types of personalities, groupings in a school, species of animals, categories of films, and television shows.
- 35. Language Cues Examples: •Cues like: there are several types/kinds of, a part of, an example of, groups/kinds/ways/types/classes of, another kind of, divided into.
- 36. Sample Graphic Organizer: Concepts ConcreteConcepts Semi-concrete Concepts Abstract Concepts
- 37. 9. Thesis-Evidence • Primarilyto serve the purpose of arguing a point/position of interpretation, Thesis-Evidence text organization of thought pattern may be arranged deductively (general statement of thesis followed by supporting details) or inductively (details from which an inference of thesis is drawn)
- 38. Language Cues Examples: •Some words that signal this thought pattern are some verbs like assert, claim, prove/show that…, support, and allege that; • and nouns like evidence, proof, and argument.
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- 40. All day long,we knowingly or unknowingly communicate nonverbally with those around us. Even if our parents don’t say a word, we know something is wrong when Mother places the dishes on the rack noisily and Father stomps out of the house. We know our teacher is pleased when she nods her head and smiles every time we greet her. The dirty beggar who sneaks inside a fast food chain to ask for leftovers, and gets a scornful look from the costumer who is enjoying his meal, knows that he is an unwelcome sight. And who wouldn’t understand the message behind a shy smile given by a girl to her crush? Likewise, a rose handed over by a real-faced boy to the girl of his dreams makes a loud declamation.