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The document describes 5 common text structures found in informational texts: description, problem/solution, time/order, comparison/contrast, and cause/effect. It provides definitions and examples of each structure type and notes critical transition words commonly used to signal each structure. Middle school level examples are given to illustrate how each structure presents information.
The document describes 5 common text structures found in informational texts: description, problem/solution, time/order, comparison/contrast, and cause/effect. It provides definitions and examples of each structure type and notes critical transition words commonly used to signal each structure. Middle school level examples are given to illustrate how each structure presents information.
The document describes 5 common text structures found in informational texts: description, problem/solution, time/order, comparison/contrast, and cause/effect. It provides definitions and examples of each structure type and notes critical transition words commonly used to signal each structure. Middle school level examples are given to illustrate how each structure presents information.
Text Structure Definitions Critical Words Graphic Organizer Middle School Examples of Texts
Russia is one of the world’s largest
Descriptive countries in land area. It is nearly 6.6 Descriptive details adjective and words million square miles and is spread across Description about characteristics, like: on, over, two continents with the majority of the actions, etc. beyond, within population living west of the Urals where the climate is mild. America suffered various setbacks under the Articles of Confederation. They soon Propose, conclude, realized a new form of government was Sets up a problem and a solution, the necessary for the success of the states. Problem/Solution its solution reason for, the The United States Constitution was problem or question created, a president was elected, and a supreme court and representative congress were formed. Immigrants began to arrive in Texas to First, second, farm cotton. Then Robert Munger Time/Order Gives information in before, after, finally, developed a new cotton ginning process. Chronological order of occurrence then, next, earlier Soon after the railroad system became a major transport of cotton. The federal system divides powers While, yet, but, between the national and state Looking at two or more rather, most, same, Comparison/ governments. Both can borrow money, items to establish either, as well as, Contrast enforce laws, and establish courts but similarities/differences like, and unlike, as only the national government can declare opposed to war and establish post offices. As a result of the Law of April 6, 1830, Because, since, issues of states’ rights, the Battle of Give if/then, due to, as a Gonzales, and the colonists feeling their Cause/Effect reason/explanation for result, for this rights as individuals were infringed upon, happening reason, on account Mexico and the Texas colonists engaged of, consequently in a revolution that changed the course of history.
(Peace Psychology Book Series 25) Stella Sacipa-Rodriguez, Maritza Montero (Eds.) - Psychosocial Approaches To Peace-Building in Colombia-Springer International Publishing (2014)