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 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 document discusses text structure in nonfiction writing. It identifies 7 common text structures: chronological, sequence, cause and effect, problem/solution, compare and contrast, spatial, and order of importance. Examples of each structure are provided and explained. Practice examples are then given for the reader to identify which text structure is being used.
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.
First second-and-third-person-Point of Viewpvenglishteach
This document discusses point of view and narration in stories. It explains that there are three main points of view: first person, where the narrator is involved in the story and uses "I"; second person, where the reader's actions are narrated using "you"; and third person, where the narrator is outside the story and refers to characters by name or as "he"/"she". Each point of view influences how information is revealed to the audience. In the end, it reviews that first person narrates "I", second person narrates "you", and third person narrates "he/she".
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
This document discusses comparison and contrast as a method of analysis. It explains that comparison shows similarities while contrast shows differences between two or more items. Choosing items for comparison that are similar is advised. The primary purpose of a comparison/contrast essay is to persuade, explain or inform the reader according to the author's thesis. There are two main patterns of organization: point-by-point, where each point is analyzed separately for both items, and block organization, where all attributes of one item are discussed before moving to the next item. An example comparing cars uses these organizational patterns.
The document discusses different types of point of view and perspective in writing including first person, second person, third person omniscient, third person limited, and third person objective. First person uses I/me and allows readers to see events from the perspective of a main character but may be unreliable. Third person omniscient uses an all-knowing narrator who can enter any character's mind while third person limited only enters one character's mind. Third person objective uses no thoughts and only describes what happens objectively.
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 document discusses text structure in nonfiction writing. It identifies 7 common text structures: chronological, sequence, cause and effect, problem/solution, compare and contrast, spatial, and order of importance. Examples of each structure are provided and explained. Practice examples are then given for the reader to identify which text structure is being used.
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.
First second-and-third-person-Point of Viewpvenglishteach
This document discusses point of view and narration in stories. It explains that there are three main points of view: first person, where the narrator is involved in the story and uses "I"; second person, where the reader's actions are narrated using "you"; and third person, where the narrator is outside the story and refers to characters by name or as "he"/"she". Each point of view influences how information is revealed to the audience. In the end, it reviews that first person narrates "I", second person narrates "you", and third person narrates "he/she".
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
This document discusses comparison and contrast as a method of analysis. It explains that comparison shows similarities while contrast shows differences between two or more items. Choosing items for comparison that are similar is advised. The primary purpose of a comparison/contrast essay is to persuade, explain or inform the reader according to the author's thesis. There are two main patterns of organization: point-by-point, where each point is analyzed separately for both items, and block organization, where all attributes of one item are discussed before moving to the next item. An example comparing cars uses these organizational patterns.
The document discusses different types of point of view and perspective in writing including first person, second person, third person omniscient, third person limited, and third person objective. First person uses I/me and allows readers to see events from the perspective of a main character but may be unreliable. Third person omniscient uses an all-knowing narrator who can enter any character's mind while third person limited only enters one character's mind. Third person objective uses no thoughts and only describes what happens objectively.
The document discusses how writers carefully craft setting to provide background context and affect the story. Setting includes specifics of location, time period, weather, and customs. Details of setting can reveal characteristics of characters and create mood or tone, influencing how readers feel about the story and characters. The passage example creates a mysterious and peaceful tone through descriptions of the setting.
This document discusses foreshadowing and how to identify it in texts. It defines foreshadowing as subtle hints an author provides about future plot developments. Some techniques authors use include descriptive words that reveal characters' emotions and ominous music in movies and TV shows. Examples are given from Peter Rabbit, where Mrs. Rabbit warns the children not to go in Mr. McGregor's garden, foreshadowing danger. Students practice identifying foreshadowing in short passages and learn it involves noticing clues about events to come.
The document discusses symbolism in literature and how symbols can be used to provide meaning and insight beyond just the literal level. Symbols can represent abstract ideas, values, or themes in a story. Common symbols found in literature include objects, characters, colors, scenes, and even character names, which authors use to draw attention to the plot, emphasize themes, or provide insights into characters. While some symbols have clear cultural meanings, interpretations can vary, and not all supposed symbols were intentionally included by the author.
This document provides guidance on writing a personal narrative. It explains that a personal narrative is a true story from one's own life that is told from a first-person point of view using "I", "me", and "we". It discusses the key elements of narratives, including character, setting, conflict, plot, and theme. Conflict in a narrative creates tension and can be external, such as man vs. man, man vs. nature, or man vs. society, or internal, as in man vs. self. The document provides examples of different types of conflicts and recommends outlining a narrative with a beginning, middle, and end that establishes the problem, how the character tries to solve it, and whether it gets
The document discusses multiple meaning words and how context clues can help determine a word's meaning. It provides examples of words with multiple meanings like "fly", "bank", and "project" and explains how the surrounding context indicates which definition is intended. Learning new meanings of familiar words and how definitions are related is an important part of understanding texts. Context is key to determining a word's meaning when multiple options exist.
The document discusses the importance of understanding the sequence or order of events in a story. It provides examples of signal words like "first", "next", "last" that can help determine sequence and gives an example of Susan making a peanut butter and jelly sandwich where she first spreads peanut butter, next spreads jelly, and finally eats the sandwich. Another example shows the sequence of a day at the park, house, shop, and back home again.
This document discusses point of view in narratives. There are three main points of view: first person, second person, and third person. First person uses pronouns like I and me, and the narrator is a character in the story. Second person puts the reader directly in the story using you. Third person uses pronouns like he, she and their names, and can be omniscient, limited to certain characters, or purely objective without knowing thoughts. The examples help illustrate the different types of point of view.
This document defines and provides examples of foreshadowing and flashback. It explains that foreshadowing is when an author hints at something that will happen later, while flashback is when an author refers back to something that already occurred. As an example, it analyzes portions of Little Red Riding Hood that use foreshadowing when the mother warns of the wolf, and flashback when Little Red Riding Hood remembers her mother's warning. The document concludes by reviewing the definitions of foreshadowing and flashback.
The document provides an overview of nonfiction writing including its defining characteristics and some common forms of nonfiction. Nonfiction deals with real people, places, and events and contains factual information, though writers can choose and organize facts to suit their purposes. Examples are given to distinguish between facts and opinions. Common nonfiction forms described are autobiography, biography, essays, informational articles, and interviews. Tips for reading nonfiction effectively are also listed.
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.
The document discusses the text type of anecdote. An anecdote is used to share an account of an unusual or amusing incident with others. It typically follows the structure of abstract, orientation, crisis, reaction, and coda. Anecdotes use language features like action verbs, exclamations, and temporal conjunctions. The document provides an example anecdote about a plumber who was previously a doctor.
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 provides guidance on using counterarguments and rebuttals to strengthen a persuasive essay. It explains that a counterargument addresses views that disagree with the thesis to demonstrate the writer considered alternative perspectives. Including counterarguments establishes credibility and shows other views are valid. The document advises determining opposing views and audiences' potential counterarguments. It provides templates for introducing counterarguments and rebuttals to refute issues raised. Finally, it discusses strategies for including counterarguments and rebuttals within body paragraphs or at the beginning or end of the essay.
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.
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.
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 author's purpose, which is the goal or reason the author wrote a passage. There are three main purposes: to persuade, inform, or entertain. Persuasive passages try to convince the reader of a position, informative passages teach information objectively, and entertaining passages hold attention through description and sensory details. Examples of each purpose are provided such as advertisements to persuade, textbooks to inform, and novels to entertain.
The document discusses run-on sentences and provides four ways to correct them: (1) keeping the sentences separate, (2) using a comma and a joining word, (3) using a semicolon without a conjunction, or (4) using a dependent word and a comma. An example is given of a run-on sentence ("Billy was sleepy he went to bed") and how it can be corrected using each of the four methods.
This document provides information on various punctuation marks and capitalization. It defines punctuation marks such as periods, commas, apostrophes, colons, semicolons, question marks, exclamation points, and quotation marks. It explains how to use these punctuation marks properly and provides examples of their use. The document also discusses capitalization rules for beginning sentences, words in titles, and proper nouns.
These tips will help you make an important transition:
away from writing poetry to celebrate, commemorate, or capture your own feelings (in which case you, the poet, are the center of the poem’s universe)
towards writing poetry in order to generate feelings in your reader (in which case the poem exists entirely to serve the reader).
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 that they occur. Compare and contrast compares and contrasts two or more topics using words like "both," "while," and "but." Cause and effect explains how one event causes another event to happen using words like "cause," "effect," and "as a result."
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 how writers carefully craft setting to provide background context and affect the story. Setting includes specifics of location, time period, weather, and customs. Details of setting can reveal characteristics of characters and create mood or tone, influencing how readers feel about the story and characters. The passage example creates a mysterious and peaceful tone through descriptions of the setting.
This document discusses foreshadowing and how to identify it in texts. It defines foreshadowing as subtle hints an author provides about future plot developments. Some techniques authors use include descriptive words that reveal characters' emotions and ominous music in movies and TV shows. Examples are given from Peter Rabbit, where Mrs. Rabbit warns the children not to go in Mr. McGregor's garden, foreshadowing danger. Students practice identifying foreshadowing in short passages and learn it involves noticing clues about events to come.
The document discusses symbolism in literature and how symbols can be used to provide meaning and insight beyond just the literal level. Symbols can represent abstract ideas, values, or themes in a story. Common symbols found in literature include objects, characters, colors, scenes, and even character names, which authors use to draw attention to the plot, emphasize themes, or provide insights into characters. While some symbols have clear cultural meanings, interpretations can vary, and not all supposed symbols were intentionally included by the author.
This document provides guidance on writing a personal narrative. It explains that a personal narrative is a true story from one's own life that is told from a first-person point of view using "I", "me", and "we". It discusses the key elements of narratives, including character, setting, conflict, plot, and theme. Conflict in a narrative creates tension and can be external, such as man vs. man, man vs. nature, or man vs. society, or internal, as in man vs. self. The document provides examples of different types of conflicts and recommends outlining a narrative with a beginning, middle, and end that establishes the problem, how the character tries to solve it, and whether it gets
The document discusses multiple meaning words and how context clues can help determine a word's meaning. It provides examples of words with multiple meanings like "fly", "bank", and "project" and explains how the surrounding context indicates which definition is intended. Learning new meanings of familiar words and how definitions are related is an important part of understanding texts. Context is key to determining a word's meaning when multiple options exist.
The document discusses the importance of understanding the sequence or order of events in a story. It provides examples of signal words like "first", "next", "last" that can help determine sequence and gives an example of Susan making a peanut butter and jelly sandwich where she first spreads peanut butter, next spreads jelly, and finally eats the sandwich. Another example shows the sequence of a day at the park, house, shop, and back home again.
This document discusses point of view in narratives. There are three main points of view: first person, second person, and third person. First person uses pronouns like I and me, and the narrator is a character in the story. Second person puts the reader directly in the story using you. Third person uses pronouns like he, she and their names, and can be omniscient, limited to certain characters, or purely objective without knowing thoughts. The examples help illustrate the different types of point of view.
This document defines and provides examples of foreshadowing and flashback. It explains that foreshadowing is when an author hints at something that will happen later, while flashback is when an author refers back to something that already occurred. As an example, it analyzes portions of Little Red Riding Hood that use foreshadowing when the mother warns of the wolf, and flashback when Little Red Riding Hood remembers her mother's warning. The document concludes by reviewing the definitions of foreshadowing and flashback.
The document provides an overview of nonfiction writing including its defining characteristics and some common forms of nonfiction. Nonfiction deals with real people, places, and events and contains factual information, though writers can choose and organize facts to suit their purposes. Examples are given to distinguish between facts and opinions. Common nonfiction forms described are autobiography, biography, essays, informational articles, and interviews. Tips for reading nonfiction effectively are also listed.
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.
The document discusses the text type of anecdote. An anecdote is used to share an account of an unusual or amusing incident with others. It typically follows the structure of abstract, orientation, crisis, reaction, and coda. Anecdotes use language features like action verbs, exclamations, and temporal conjunctions. The document provides an example anecdote about a plumber who was previously a doctor.
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 provides guidance on using counterarguments and rebuttals to strengthen a persuasive essay. It explains that a counterargument addresses views that disagree with the thesis to demonstrate the writer considered alternative perspectives. Including counterarguments establishes credibility and shows other views are valid. The document advises determining opposing views and audiences' potential counterarguments. It provides templates for introducing counterarguments and rebuttals to refute issues raised. Finally, it discusses strategies for including counterarguments and rebuttals within body paragraphs or at the beginning or end of the essay.
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.
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.
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 author's purpose, which is the goal or reason the author wrote a passage. There are three main purposes: to persuade, inform, or entertain. Persuasive passages try to convince the reader of a position, informative passages teach information objectively, and entertaining passages hold attention through description and sensory details. Examples of each purpose are provided such as advertisements to persuade, textbooks to inform, and novels to entertain.
The document discusses run-on sentences and provides four ways to correct them: (1) keeping the sentences separate, (2) using a comma and a joining word, (3) using a semicolon without a conjunction, or (4) using a dependent word and a comma. An example is given of a run-on sentence ("Billy was sleepy he went to bed") and how it can be corrected using each of the four methods.
This document provides information on various punctuation marks and capitalization. It defines punctuation marks such as periods, commas, apostrophes, colons, semicolons, question marks, exclamation points, and quotation marks. It explains how to use these punctuation marks properly and provides examples of their use. The document also discusses capitalization rules for beginning sentences, words in titles, and proper nouns.
These tips will help you make an important transition:
away from writing poetry to celebrate, commemorate, or capture your own feelings (in which case you, the poet, are the center of the poem’s universe)
towards writing poetry in order to generate feelings in your reader (in which case the poem exists entirely to serve the reader).
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 that they occur. Compare and contrast compares and contrasts two or more topics using words like "both," "while," and "but." Cause and effect explains how one event causes another event to happen using words like "cause," "effect," and "as a result."
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 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.
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 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.
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.
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.
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 ...
006 Apa Essay Format Example Paper Template ~ Thatsnotus. APA Essay Help with Style and APA College Essay Format. 005 Apa Format Essay Example Sample New How To Write Response Paper .... 008 Apa Sample Document Style Essay ~ Thatsnotus. College Essay format Apa Best Of Best 25 Apa format Example Ideas On .... How to write a 5 paragraph essay in apa style - APA Essay Style Format .... 007 Essay Format Apa Example ~ Thatsnotus. 012 Apa Style Essay Example ~ Thatsnotus. Conventional Language: Sample APA essay with notes. Sample Apa Essay Paper – APA Style Essay: Formatting Rules. Sample APA Essay Paper Writing Service - Expert Writers. APA Style Research Papers: Example of Format and Outline. Best Photos of Sample APA Paper Format - APA Format Essay Paper, APA .... APA Thesis Writing Help. 016 Apa Format Example ~ Thatsnotus. APA Headings and Subheadings | With Sample Paper. 005 Essay Example Apa Format 6th Edition Template ~ Thatsnotus. sample apa essay paper. Sample Essay Apa Format 6th Edition – Telegraph. example of apa citation in paper | APA citation handout Apa Writing .... Apa format essay conclusion - How to Write an Essay in APA Format. College Paper Apa Headers Format / Apa Style Research Paper Example Pdf .... APA Style Essay Format: Examples, Outline | EssayPro. 001 Apa Short Essay Format Example Paper Template ~ Thatsnotus. Apa College Paper Format : FREE 6+ Sample APA Format Title Page .... How To Format An Essay Apa Style - UNUGTP News. Papers 9 Essays Research : Essay Example Apa Template Microsoft Word .... Example Of A Expository Essay In Apa Style | PDF Sample Apa Style Essay Sample Apa Style Essay
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 discusses different teaching methods that could be used to educate a small group about tobacco use, including group discussion and demonstration/return demonstration. Group discussion allows information and opinions to be shared between the nurse and group. Demonstration/return demonstration involves the nurse demonstrating a task and having the learners return the demonstration, allowing for feedback. These methods are effective for small groups and allow time for interaction between the nurse and learners.
The document provides examples of common grammatical errors and how to avoid them, including sentence fragments, sentence sprawl, misplaced modifiers, dangling modifiers, faulty parallelism, unclear pronoun reference, pronoun agreement errors, incorrect pronoun case, omitted commas, superfluous commas, comma splices, apostrophe errors. Each error is explained and an incorrect example is provided along with a revised correct version.
ASSIGNMENT DESCRIPTION Directions Answer the question.docxssuser562afc1
ASSIGNMENT DESCRIPTION
Directions: Answer the question below according to the instructions.
DUE: Please see the syllabus and Course Calendar for the due date and time. No late
papers will be accepted.
Answers will be graded by the following criteria: thoroughness (not leaving any part of the
question unanswered), accuracy, clarity of expression and organization. Points are deducted for
misspellings, ungrammatical sentences and formatting errors. Please see the rubric for specific
grading criteria.
SOURCES: You may USE ONLY THE TEXT BOOK, POWERPOINT NOTES AND FILM
LINKS ON THE COURSE WEBSITE.
If you use outside sources, you will fail the assignment.
All definitions, terms, examples and information must come from class sources. Include a list of
your sources at the end of your paper, and remember to use in-text citations when you use
information in your paper to support your ideas. A guide to using in-text citations can be
found at:
http://owl.english.purdue.edu/owl/resource/747/02/
You are not required to use MLA formatting, if you prefer to use any other standard citation
format, such as APA.
If you are submitting your paper through Bb, please follow the file submission guidelines on the
instructions page.
Follow the formatting guidelines below and be sure to include your name on the title page. I
may print this out, so I need your name on your paper.
Project Format Guidelines
° All papers must have a complete heading that includes your name, your college name, the
assignment number or title, and the date.
° All papers must be typed and double-spaced.
° The pages of all papers longer than one page must be numbered and stapled if you are handing
it in during lecture.
° All papers must have 1" margins on all four sides.
° All papers must use MLA documentation or other standard style to credit all sources.
Before you turn in any piece of writing, make sure that it adheres to all of the above criteria. You
will lose one-third of a letter grade for each criterion you fail to meet; in the case of source
citation errors, you will lose one third of a letter grade for each type of error you make
consistently. These penalties can add up quickly and can lower your grade to subterranean
regions.
Spelling: Make sure that you proofread your papers carefully. Papers containing 5 or more
spelling errors will lose one-third of a letter grade, those with 10 or more errors will lose two-
thirds of a grade, and so forth. Remember that the spell-checker is a useful device, but that it will
not save you from writing "it's" when you mean "its," or "their" when you should write "there"
(MMW 2000).
Question: Choose and assess a model for the origins of modern H. sapiens, providing evidence
that supports your choice. Where and when did modern humans arise?
This project is designed to see if you can evaluate a theory based on the evidence as well
a ...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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
10. 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.
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. 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?
13. Think about it!
•What is a structure?
•What does chronological order
mean?
•What are some clue words that
show chronological order?
14. 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!
15. 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.
16. 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
17. 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
18. 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.
19. 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.
20. Graphic Organizers
Details from a text
written as compare and
contrast can be organized
as a Venn diagram.
Goldfinch Cardinal
Both
22. • Can you explain the difference
between chronological order and
compare and contrast?
• How can clue words help you as a
reader?
Graphic Organizers
23. 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.
24. When authors write paragraphs to
show causes and effects, they use
words like cause, effect, as a result,
consequently, and so.
Cause and Effect
25. 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!
26. 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?
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!
More with cause and effect
Can you find
the causes and
effects in this
paragraph?
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
cause.
More with cause and effect
29. 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
31. 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?
32. Review
Which text structure explains how things
happen in time order?
Chronological Order
How do these
pictures relate to
chronological
order?
33. 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.
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 problem
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. 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?
37. 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.
38. Problem and Solution
Often, authors will
signal problem and
solution structure with
clue words like
problem and solution.
39. 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
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
problem?
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. 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?
43. 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.
45. Text structures we’ve
learned so far
• Chronological order
• Compare and contrast
• Cause and effect
• Problem and solution
46. 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
47. 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
48. 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
50. 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
51. 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
52. 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
53. Clue words in these
paragraphs may
include:
One reason, another
reason, and for
example
Description
54. 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
56. 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.
57. 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.
58. 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.
59. 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.
60. 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.
61. 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.
62. 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.
63. 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.
64. 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.
65. 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.
66. 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.
67. 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.
68. 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.
69. 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.
70. 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.
71. 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.
72. 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.
73. 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.
74. 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.
75. 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.
76. 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.
77. 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
78. 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
79. 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
80. 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.
81. Reflect on what you have learned
Which text structure
do you find most
interesting to read?
Why?
82. 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?
83. Reflect on what you have learned
What other questions
do you have about
text structures?