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Organizing Text for Adolescents

The document discusses the importance of organization in writing, highlighting five basic structures: sequence, description, cause and effect, comparison and contrast, and problem-solution. It emphasizes the role of cohesion through transitional words, consistency in point of view, and repetitive elements to enhance clarity. Additionally, it provides examples of how organized text improves readability compared to unorganized text.
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0% found this document useful (0 votes)
17 views12 pages

Organizing Text for Adolescents

The document discusses the importance of organization in writing, highlighting five basic structures: sequence, description, cause and effect, comparison and contrast, and problem-solution. It emphasizes the role of cohesion through transitional words, consistency in point of view, and repetitive elements to enhance clarity. Additionally, it provides examples of how organized text improves readability compared to unorganized text.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Properties of well written

text

“ORGANIZATION”
ORGANIZATION




INSTRUCTION IN ORGANIZATION
FOCUSES ON TWO AREAS:
TEXT STRUCTURE



BEGINNINGS:
Hooking your reader

WHAT’S IN THE MIDDLE:


The organization of the middle of a piece of
writing depends on the genre.

ENDINGS:
Beyond “happily ever after
Five basic organizational structures:

 SEQUENCE
 DESCRIPTION
 CAUSE AND EFFECT
 COMPARE AND CONTRAST
 PROBLEM SOLUTION AND SOLUTION .
1. Sequence
 uses time, numerical, or spatial order as the organizing structure.

2. Description
 is used to describe the characteristic features and events of a specific
subject (”My Cat”) or a general category (”Cats”).

3.Cause and Effect


 structure is used to show causal relationships between events. Cause and
effect structures organize more sophisticated narratives as children
become more adept at showing the relationship between events.

4. Comparison and Contrast


 structure is used to explain how two or more objects, events, or positions
in an argument are similar or different.

5. Problem and Solution


 requires writers to state a problem and come up with a solution. Although
problem/solution structures are typically found in informational writing,
realistic fiction also often uses a problem/solution structure that children
can learn to identify.
COHESION

- tie clauses, sentences, and


paragraphs together into a
cohesive whole.
Transitional Words and Phrases

Transitions are words and phrases that serve as signals or


cues to the reader, and they can help the reader move from one
paragraph or idea to another.

Consistency
Another way writers provide cohesion in their writing is by using a consistent
point of view. Typically, the writer's point of view is established in the first
sentence, and that point of view is maintained throughout an entire work..

Repetitive Elements
Repetitive elements such as framing devices can also provide cohesion in
writing. Framing devices are repeated images or ideas that appear at the
beginning and end of a work of writing. For example, a memoir might begin with
a single image such as a broken window. A writer using a framing device might
return to the broken window image at the conclusion of the work.
Six categories of Transitional Words

Spatial order.
 Words used in descriptive writing to signal spatial relationships, such
as above, below, beside, nearby, beyond, inside, and outside.

Numerical order.
 Words used in expository writing to signal order of importance, such
as first, second, also, finally, in addition, equally important, and more
or less importantly.

Time order.
 Words used in writing narratives, and instructions to signal chronological
sequence, such as before, after, first, next, then, when, finally, while, as,
during, earlier, later, and meanwhile.
Cause/effect order.
 Words used in expository writing to signal causal relationships, such
as because, since, for, so, as a result, consequently, thus, and hence.

Comparison/contrast order.
 Words used in expository writing to signal similarities and differences, such as (for
similarities) also, additionally, just as, as if, as though, like, and similarly; and (for
differences) but, yet, only, although, whereas, in contrast, conversely, however, on the
other hand, rather, instead, In spite of, and nevertheless.

General/specific order.
 Words used in descriptive reports and arguments to signal more specific elaboration
on an idea, such as for example, such as, like, namely, for instance, that is, in fact, in
other words, and indeed.
Text without Text with
organization organization
Although it is widely believed that
Thomas Edison invented the light
Thomas Edison was simply the one who bulb, in reality he was simply the one
created the first commercially viable who created the first commercially
light bulb. It is widely believe that he viable light bulb. Along with his team
invented the light bulb. What made ,Edison improved the previous works
Edison’s light bulb successful was his of inventors who also works on the
use of carbonized bamboo as the same project. Compared to previous
filament. This made bulb last longer and version,
it was cheap enough to be available for what made his light bulb successful
the masses . He only improve d on was his use of carbonized bamboo as
previous works of inventors who also the filament. This made the bulb last
worked on the same project longer and it was cheap enough to be
available for the masses

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