Text Structure

Patterns of Organization

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 What is Text Structure?
How information in a passage is organized

We will study six common patterns:

• Chronological
• Cause and Effect
• Compare and Contrast
• Problem and Solution
• Sequence / Process
• Spatial / Descriptive
Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Chronological
Information is organized in order of time.

Chrono = time Logic = order

Example

Jack and Jill ran Jack fell down Jill came

up the hill to fetch and broke his tumbling
a pail of water. crown. after.

ALL stories are told chronologically.

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Cause and Effect
An action and its results are explained.

Cause Effect
Students did not learn They performed
the material. poorly on the test.

•Don’t confuse with chronological.

•Won’t have a beginning, middle, and end.
•Time won’t progress much.
Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Compare and Contrast
Tells how two things are similar and different.

Apples & Oranges

Alike Different

1. Both are fruits. 1. People don’t eat

orange skins.
2. Both have skin.
2. Oranges have
more juice.
Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Problem and Solution
A problem and answer are suggested.

Problem Solution

Property is being Require a license

spray painted. to buy spray paint.

•Don’t confuse with cause and effect.

•It is presented as a PROBLEM.
Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Sequence / Process Writing
Information is listed step-by-step.
Explains how to do it or how it happens.
4. Flip omelet.
Don’t confuse with
chronological! 3. Cook on
one side.

2. Add cheese.
Does not occur at a specific time.
1. Crack a
few eggs.
Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Spatial / Descriptive Writing
Racial is to race as spatial is to space.

Describes something in order of space.

Describes how something looks.
TIME DOESN’T PASS in these passages.
A television across
Two windows on
from the bed
the west Wall My bedroom

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Tips to Identify

1. Ask, “what is the author doing in this paragraph?” Put it in your

own words.
2. Have a hunch? Use the graphic organizer to see if the info fits.
3. Look for signal words.

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Practice

1. Read each passage.

2. Determine how the text is organized: cause and effect, compare
and contrast, chronological order, sequence / process writing,
problem and solution, or spatial / descriptive.
3. Write your answer.

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Popular Sports

Football and baseball are two of the most popular sports in the
country. They have many things in common. For one, they are both
team sports, and they both require players to advance to an end or
“home” point on the playing field. However, football requires players
to carry the ball to the end zone, whereas in baseball, it is the
defending team that controls the ball while it is in play.

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 The Magic Blanket
One day while walking home from school, he found a magic blanket.
When he covered himself with it, he turned invisible. At first he used his
power to play all kinds of tricks on people. He’d turn invisible and hide
things, or move a cup when someone was pouring juice to make a mess.
He had a lot of fun. But then one day, he found that he couldn’t take the
blanket off. He was just stuck invisible. He quit playing tricks on people,
hoping that he’d be able to take the blanket off and rejoin society, but it
didn’t work. He is still invisible somewhere right now, and he is very
lonely.

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Studying for a Test
Believe it or not, as important as it is, many students do not know
how to study for a test. Well, studying for a test is easy. The first thing
that you must do is take out your notes. Open your notes up to the
section that you are supposed to review. Read what you wrote in your
notebook. When you are done, close your notebook and see if you
remember the ideas that you were studying. Still don’t remember? Open
your notebook back up a try again.

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Low Test Scores
Many students have been getting low scores on tests and this is
upsetting to parents, teachers, and students. Low test scores show that
teachers aren’t teaching effectively or that students aren’t learning.
Either way it’s an issue with which we are concerned. I propose the
following: any teacher who is giving a test should open up their classroom
for study groups the night and morning before the test. Maybe by giving
students extra opportunities to study, we can improve students’ test
scores.

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Peanut Butter and Jelly

After a long day at school, I came home and watched “Cops,” my

favorite show. During the commercial breaks, I got up and made a peanut
butter and jelly sandwich. I took the bread out of the cabinet, spread the
jelly and peanut butter on the bread, and stuck the two pieces together. I
enjoyed that sandwich as I watched the rest of “Cops.”

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 The Gym Room
The gym room at the high school down the street from me is huge.
Along the North and South walls are bleachers that fold up during gym.
Coach pulls the bleachers out for big games. At the end of the East and
West walls are basketball hoops. The ceilings are very high and at the top
of the gym are many large windows. The windows go all the way around
the gym. There are also ropes that are either tucked away or hang from
the ceilings in the middle of the gym. The ropes intimidate some
students. That gym is my favorite place.

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Eligibility
Being involved in after school sports and clubs is not a right. It is a
privilege. Therefore, students have to meet eligibility requirements. If
students have any “D”s or “F”s, they are not allowed to play. Also, if
students have behavior issues in class, they cannot be on the team or in
the club. Lastly, students need to keep good attendance. If students miss
school, they most certainly cannot come to practice. Being on a team is a
lot of responsibility. If students are not proving to be responsible, they
will not be permitted to be in clubs or teams.

Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5
 Answers
1. Compare and contrast
2. Chronological
3. Sequence or process writing
4. Problem and solution
5. Chronological
6. Spatial / descriptive writing
7. Cause and effect
Learning Outcomes:
• I can analyze how the author’s choices concerning how to structure portions of a text impact a reader. [RI.11-12-CCR.5]
• CCSS.ELA-LITERACY.RI.11-12.5