The organization of the text:

Text organization refers to how a text is organized to help readers follow and understand the

information presented. Writers organize information in a text using physical presentation (or

organizational features) and Text Structures.

Headings and
subheadings

Location of
Textual cues
main ideas
Physical
presentation
Chunked text Signal words

Sequence

Text
organization Descriptive

Compare and
contrast
Expository
Argumentative
Text structure
(Persuasive)
Narrative- story
Grammar
Cause and
effect

Problem and
solution

Expository text structures:

Students should learn to identify the important structural elements of different types of
expository text
 1. Comparison & Contrast:

Text structure Description Signal words Frame questions

Comparison Two or more events, • But  What are the elements

Contrast concepts, objects or • However being
places are compared, • Nevertheless compared/contrasted?
showing how they are • In contrast
alike and/or different • Different from  How are they
• Unlike alike/different?
• Similarly
• The same  What is the
• Like conclusion?

Graphic Organizers:

a) Venn Diagram: b) Matrix (Point-by-point) c) Contrastive analysis (Block

method)

2. Sequence:

Text structure Description Signal words Frame questions

Sequence Items or events are  First  What is/are the

listed in a numerical or  Second  subject(s) or object(s)?
chronological order.  Later
  Next  How did it begin?
 Then
 Finally  What are the
 After steps/stages?
 Dates
 When  What is the outcome?

Graphic Organizers:

a) Series of events Chain b) Time line c) Flow chart

1
S
2
S S S S
3
S S

3. Descriptive

Text structure Description Signal words Frame questions

Description A topic is described by  For example  What is it?

listing characteristics,  For instance  Where is it found?
features, attributes,  Such as  What does it look like?
and examples.  Is like  What are its attributes?
 In addition
 Also
 Including
 In particular
Graphic Organizers:

a) Attribute circle b) Spider map

4. Cause and effect

Text structure Description Signal words Frame questions

Cause and effect The causes of an event  If/then  What is the effect or
and its resulting effects  As a result result?
are presented.  Therefore
 Consequently  What are the causes?
 Since What are the factors
 Because that caused x?
 Hence
 Thus  Which factors are most
 This led to important? Why?

 How do the factors

inter-relate?

Graphic Organizers:

a) Single cause…multiple effects b) multiple causes...single effect c) Cycle/chain diagram

 5. Problem and solution:

Text structure Description Signal words Frame questions

Problem and A problem and one or  Problem is  Who (what) has the
solution more solutions to the  Solution is problem?
problem are  If/then  What is the problem?
presented.  To solve the problem…  What is causing the
problem?
 What are the negative
effects?
 Are there any positive
effects?
 What actions are taken
to solve the problem?
 What are the
consequences?

Graphic Organizers:

a) Tables b) Flow chart

Who What Why

problem
problem solution

Attempted Results End results

solutions (pros/cons)
results

6. Argumentative (Persuasive)

Text structure Description Signal words Frame questions

 As well
Argumentative Exposing clear  But  What is the issue
(Persuasive) arguments and  Despite being discussed?
supporting them by  However  Am I asked to
convincing facts  At the same time agree/disagree?
and logical reasons.  Another  Do I need to explain
 furthermore, why/why not?
 An additional  Are there two sides to
 Yet discuss?
 Regardless  Am I asked to choose
a side?
  Similarly  Which side do I
 While support and why?
 Still What are the reasons?
 Although  What examples can be
 Not only...but presented?
also

Graphic Organizers:

a) Discuss two sides of an issue: b) Agree/Disagree with a statement or

choose one side of an issue and support
position with reasons:

How to teach Text organization:

1. Activate students’ prior knowledge of text structure and organization of information.

This can be done through brainstorming, or by posing a problem for students to solve, such
as how they would order their ideas if they wanted to explain to a child how to dribble a
basketball, or convince their parents to give them a raise in their allowance, etc. Discuss
why they chose to organize their ideas in that order.

2. Introduce an organizational pattern. Explain what the pattern is, its characteristics,
when/why writers use it, signal words of note, and what questions this pattern typically
answers.
 3. Provide an example of this pattern, then model for students using think aloud strategy.
(Make sure you explain how to tell if the example fits into this category of organizational
patterns.)

4. Provide students with a graphic organizer that they can use to map out the information
contained in the sample. Demonstrate how to fill in the organizer. Explain that having
visual representation of how a text is organized will aid comprehension and retention.

5. Ask students to locate another example of this pattern in their textbooks, newspapers,
magazines.... Students can then use a graphic organizer to diagram the information in the
example they select.

Practice:

Read the text and complete the following steps.

1. Find how the text is organized (which text structures are used).
2. Put key information from the text into the appropriate graphic organizer.

problem solution

results
 Text:

PUT PARENTS BACK INTO EDUCATION

It’s unbelievable! Knowledge is spreading rapidly nowadays. Schools, universities are

found all over the world. Nations spend enormous sums on education. Yet, the educational

level of students has declined: young people are hardly ever able to read a daily newspaper or

even a write an understandable letter. What is happening in our schools? And who should be

blamed?

Actually, the decline in educational standards is due to the fact that parents no longer

help in their children’s education. They send them off to school beginning at age five or six,

and then expect the government to educate them. They do not take into account that education

is a process that begins at birth. Experts agree that the first few years set the foundation to

future performance.

In his book, STRAIGHT TALK ABOUT AMERICAN EDUCATION, Theodor M.

Black has perceived the problem. He warns, “Parents, not schools, teachers or government,

are fundamentally responsible for the education of their children.”

Parents should realize that schools are only one element in the education of their

children. Infants are taught whether knowingly or not, by their parents from birth. They

cannot just wash their hands of responsibility for their children’s education.

Parents should contribute to the teaching of their offspring. They don’t need to be

teachers to tutor their children. What they need is the will, and some imagination, to prepare

them to function intelligently within society. Thus we will see that educational standards and

students’ achievements would no longer go downward.