discourse
TRANSCRIPT
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Jenelle Wauchope YoungTroy HarrisonCiccone Tucker
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References:Cataldo, Maria and Jane Oakhill. 2000. “Why are poor comprehenders
inefficient searchers? An investigation into the effects of text representation and spatial memory on the ability to locate information in text.” Journal of educational psychology 92 (4) 791-799.
Meyer, B.J.F. 1985. “Prose analysis: Purpose, procedures, and problems.” In Understanding expository text, edited by B.K Britton, and J.B. Black. Hillsdale, NJ: Lawrence Erlbaum Associates.
Kissner, Emily (n.d). “Teaching Text Structure: A quick guide for teachers.”
Dymock, 1998, Dymock & Nicholson, 1999. “Text Structure Research”.
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INTERNAL TEXT STRUCTURE
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Internal Text
Structure describes
how a text is
organized.
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According to Meyer (1985), text structure refers to the internal organization of text in the author’s attempt to communicate an idea.
The author will choose a particular or specific text structure depending on what he or she is trying to convey.
Troy sites info about History or Expository piece
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The author incorporates signal words or
transitions that connect one idea to another.
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Text Structure is tied to the purpose of a
text
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Importance of Text
StructuresKnowledge of text structure is critical for students who
are reading to learn.
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When students can point out signal words and transitions as
clues, they can recognize different text organizational
patterns.
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The structure of a text can help
readers to find answers to questions.
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For Example:
Knowing that the cause comes before the effect can help students to narrow their
search as they try to find the answer to a particular
question.
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When readers do not have a strong knowledge of the topic
of a text, they depend more on the structure. (Cataldo and
Oakhill)
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Text structure is an important component of summarizing.
This is important as readers need to reflect the text structure in
their summary.
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Organizational Patterns
in text
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• Cause and Effect Relationship• Problem and Solution• Compare and Contrast• Sequential or Chronological Order• Description
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Cause and EffectThe writer explains the reasons for an event or
phenomenon.
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The author lists one or more causes or events and the result in consequences or
effects.
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A cause is what makes something happen.
An effect is what happens because of something else (the cause).
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Example:
Leon missed the bus because he overslept.
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so thatbecause of, thus, unless, since, as a result, then,
reasons for, consequently, explanation for,
nevertheless, thus,
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Cause-Effect Powerpoint
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Problem and Solution
This structure presents a problem
and shows how it can be solved. It is
sometimes confused with cause and
effect.
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The key difference
between problem and solution and cause and effect is that with problem and solution there is always a solution while cause
and effect does not.
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Signal Words
ProblemSolve And so forthHopefully Effectsolution
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Problem and Solution
Leon missed the bus because he overslept
Cause and Effect
Leon missed the bus so his father took him to school.
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Comparison/ Contrast
The writer discusses the similarities and differences of two ideas, objects, or
processes.
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This text structure show how two or more ideas or items are similar
or different.
The author uses key words to explain similarities or differences.
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Signal Words
different from,
same as,
alike, similar to,
unlike, but,
as well as,
yet,
compared to, in contrast,
while, although,
unless, however
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Comparison and contrast can be used to organize an individual
paragraph as well as to organize entire papers.
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Whole – to – whole Describe one and then describe the other
Similarities –to – differences Write about how they are similar then how they
differ Point – to – point
Write about one point for both subjects before moving on to another point
There are three types of Compare and Contrast:
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
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Compare and Contrast are used for:
• 1. To Explain—– to help someone understand which food need to
be refrigerated and which can be stored in a cabinet or in a bowl on the counter.
• 2. To Evaluate—– to show why one kind of food or brand of food is
better than another.
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Sequential or Chronological ~
ProcessThe writer presents a
series of events or explains a procedure or
process in the order they happen
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It is sometimes referred to as time order, sequence or
temporal order.
This structure is organized from one point in time to another.
Letters, numbers, thoughts, events and pictures can be organized in sequential order.
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Signal words used in chronological text structure
allow the reader to understand how events relate to
one another.
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Signal Words – (Date and time are also used)
first, second,
third, now,
before, after,
then, next,
finally, following,
while, meanwhile,
last, during,
not long, when,
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Did You Know?
That
chronological text
structure is one
of the easiest
structures for
students to
understand
because it
matches the way
they experience
the world.
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Description
The writer explains phenomenon and processes by listing examples and unique characteristics.
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This text structure shows what an item or place is like.
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• It helps to transmit mental images portrayed in a story.• It re-creates a mental visual
representation of a person, place, event, or action so that the reader
may picture that which is being described.
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Please turn to handout and read first sample passage
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Signal Words
for example,
involves,
can be, defined,
make up
an example,
for instance,
in fact,
also, contain,
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How to teach studentsNB:
Be prepared to spend quality time teaching text
structure.
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According to Orcutt, students are expected to recognize expository
text structure, such as sequencing, description, compare
and contrast, cause-effect and problem and solution as early as
third grade.
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If working with students in grades 3-5, it is the teacher’s duty to
ensure that they understand the word ‘structure’ before teaching
what ‘text structure’ really entails.
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Use clear concrete examples from students’ experiences to help them grasp the concept.
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Example 1:
students may have a better understanding of cause-effect when connection is made to
the students behaviour.
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Cause-Effect Questions to ask:
• What is the cause? • What are the effects?
• Were there several causes and several effects?
• How did the cause lead to the effects?
• How did people react?
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Example 2:
when teaching comparing and contrast use two rooms in the school
or any tangible evidence which makes it easier for students to
visualize the concept being taught. This makes it easy for students to
understand.
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Compare/Contrast Questions to ask:
• What is being compared? • What are the similarities? • What are the differences? • Which similarities and differences are
the most significant? • Are the details alternating or clustered?
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Students should be taught each text structure one at a
time so as to limit the possibility of confusion or
ambiguity.
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If possible centre lessons so that they focus on one
particular topic in a way that may be used to continue another text structure.
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Example:
The story of ‘The Three Little Pigs and The Big Bad
Wolf’ can be used to teach cause-
effect, sequencing and problem and
solution.
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Problem/Solution: Questions to ask:
• What is the problem? • What are the solutions? • Who worked to solve the problem? • Has the problem been solved yet, or
will it be solved in the future? • What caused the problem?
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Sequencing: Questions to ask:
• How are the steps organized?• What is the time span from the first
event to the last? • How does the author signal the change
from one event to the next? • What do all of the events explain?
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Give students copies of text that have the transitional
words highlighted. This will help students to easily identify
transitional words for each text structure.
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Ensure that emphasis is not
placed only on finding the text
structure but to gain and build
meaning from it.
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Description: Questions to ask:
• What is being described? • How does the author organize the
description? • Which detail is the most important? • How do all of the details fit
together?
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Encourage students to ask questions about each text structure as this facilitates
their comprehension development.
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Be sure to select appropriate
text.
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References:Cataldo, Maria and Jane Oakhill. 2000. “Why are poor comprehenders
inefficient searchers? An investigation into the effects of text representation and spatial memory on the ability to locate information in text.” Journal of educational psychology 92 (4) 791-799.
Meyer, B.J.F. 1985. “Prose analysis: Purpose, procedures, and problems.” In Understanding expository text, edited by B.K Britton, and J.B. Black. Hillsdale, NJ: Lawrence Erlbaum Associates.
Kissner, Emily (n.d). “Teaching Text Structure: A quick guide for teachers.”
Dymock, 1998, Dymock & Nicholson, 1999. “Text Structure Research”.